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Montessori Curriculum

Montessori THE

FOUNDATION

Infants - Age 12

Scope & Sequence

Revised and Updated 2012 ...

... a practical tool to help manage curriculum planning, implementation, and recording in the Montessori classroom from birth to age 12

The Montessori Foundation

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 800-655-5843 • 941-729-9565 • www.montessori.org Copyright 2012 (All rights reserved.)


Curriculum Scope & Sequence

Montessori THE

FOUNDATION

Getting a Quick Start

Getting a Quick Start .... The Montessori Foundation’s Scope and Sequence was revised to facilitate use with software designed to track the progress of students in our lab school - New Gate Montessori in Sarasota, Florida. New Gate uses MontessoriCompass™. The format of the Scope and Sequence is such that it can be easily adapted for incorporation into a number of other software systems. We assume that any school using our Scope and Sequence will modify and add to the original content to make our curriculum better fit that school. Our Curriculum Scope and Sequence guide continues to be revised, and we would welcome your feedback and suggestions. The new expanded and updated Montessori Curriculum Scope and Sequence from infant through 12 years old (grade 6 in the US) includes all development levels from birth to age 12 (US grade 6). The curriculum areas currently included are: Practical Life Skills; Sensorial; Language Arts; Mathematics and Geometry; Geography; History; Science; Cosmic Studies; and Visual Arts. Using this Scope and Sequence document, you will be able to find all the lessons and their elements within the different discipline areas of the document and plan your integrated thematic study very easily. It will give you a vast number of ideas that you may not have encountered in your training and will make the life of the educator a little easier. If you are a public charter school, you might be interested in obtaining the curriculum aligned with the Common Core Curriculum (USA). This will become available when all the Common Core standards are published, which is expected by the end of the school year of 2012-2013.

The Meaning of the Dots We have used dots to indicate at which ages lessons are generally presented; please note, that this is very child-dependent, but can be used as a guideline for the educator. As a Montessori educational experience is child-centered, introduction of lessons will

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Getting a Quick Start . 2

be dependent on the developmental readiness of the child. The dots are also used to represent that a lesson may be used with many ages of students, but that the followup or the presentation would be representative of the developmental level of the child. The colors of the dots do not have any symbolic meaning; they are merely used to assist in making the age suggestions more discernible. The pattern of green, blue, and red, repeating is taken from the color code used in Montessori math to represent the units, tens, hundreds, and units of one thousand columns. The colors simply make it somewhat easier to recognize at what age/grade level we anticipate that a lesson will be taught. The Code A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by-year curriculum as is found in most schools. Instead, students progress at their own pace.

What is included? The Montessori Foundation’s Curriculum Scope and Sequence is comprised of a comprehensive set of files, which clearly set out the lessons for all subject areas and age groups, organized according to: n n n n

Curriculum Area (subject or discipline) Strand Material or Lesson Curriculum Element.

Each entry has a recommended age range during which the element is normally introduced, practiced, and mastered. The material is provided in a number of formats to accommodate a variety of possible uses within the school.

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Getting a Quick Start . 3

n A stand-alone FileMaker™ database containing the entire curriculum that offers a convenient way to search for a specific record or set of records, and various layouts designed for different audiences of parents and teachers. (You do not need to own FileMaker™ to run a free standing FileMaker™ file.) This will allow you to easily modify the curriculum to suit your school’s specific requirements. n A set of individual Excel™ files for each curriculum area. Again, the files will allow for your own modifications. n Individual Adobe Acrobat™ files showing each area of the curriculum. This format offers a comprehensive overview of the entire curriculum and is intended for schools to give to teachers, outside accrediting organizations, government agencies, and parents. We provide Acrobat™ files that are designed to show the Scope and Sequence for teachers and administrators, along with another set designed to show the curriculum to parents. All three formats include the same content formatted for different uses. The Scope and Sequence can be used in conjunction with online record-keeping software such as MontessoriCompass™.

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The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Curriculum

Montessori THE

FOUNDATION

Introduction

The Value of The Montessori Foundation’s Scope and Sequence© The Montessori Foundation Curriculum Scope and Sequence is a practical tool to help manage curriculum planning, implementation, and recording in the Montessori classroom from birth to age 12. The first version was developed during the years from 1968 through 1996, when The Montessori Foundation first made it available to Montessori schools. From our interaction with hundreds of Montessori schools, as consultants and teacher trainers for over more than thirty years, we have discovered that many Montessori schools do not have (or follow) a clear curriculum policy, nor do they have a formal curriculum Scope and Sequence guide. Administrators often indicate that their teachers’ albums serve as their guides. In today’s world, it is increasingly important to have a formal written guide to serve as a common frame of reference for each classroom, especially from one age level to the next. While our Montessori lesson albums are invaluable tools, they are not what is truly meant by curriculum guides, nor do they provide a coherent Scope and Sequence that is clearly understood by everyone, particularly those without formal Montessori training. The Montessori Foundation’s Scope and Sequence© is the result of many years of painstaking analysis of the Montessori tradition to evaluate the age ranges at which we believe Montessori children should commonly reach major milestones and develop a language that is performance oriented and understood by traditional educators. The Montessori Foundation’s Curriculum Scope and Sequence© guide is continually being revised, and we would welcome your feedback. In time, your faculty will propose improvements or modifications to make the curriculum fit your school.

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Introduction . 2

The Montessori Foundation’s Revised 2012 Scope and Sequence© The revised version of the Montessori Foundation’s Curriculum Scope and Sequence© is the result of many years of painstaking analysis of the Montessori tradition to evaluate the age ranges at which we believe Montessori children should commonly reach major milestones and develop a language that is performance oriented and understood by traditional educators. The Montessori Foundation’s Curriculum Scope and Sequence© was revised to facilitate use with student progress-tracking software, such as Montessori Records Xpress™, MontessoriCompass™, MontAlign™, and other products that continue to be developed. Our lab school, The New Gate School in Sarasota, Florida uses MontessoriCompass™. The format of the Scope and Sequence is such that it can be easily adapted for incorporation into a number of other software systems. Our expanded and updated Montessori Curriculum Scope and Sequence© includes all development levels from birth to age 12 (US grade 6). The curriculum areas currently included are: ■ Practical Life Skills ■ Sensorial ■ Language Arts ■ Mathematics and Geometry ■ Geography ■ History ■ Science ■ Cosmic Studies ■ and Visual Art We are currently working on preparing additional units of Early Childhood through Age 12 Montessori Curriculum in several areas*, which include: ■ ■ ■ ■ ■ ■ ■

Economic Education; Civics and Government; Invention, Industry, and Technology; Movement and Physical Education; Music; The Study of a Second Language; and Peace Education

*Schools that purchase a licence to use the Montessori Foundation’s revised Curriculum Scope and Sequence© will receive files with the Scope and Sequence in the additional areas as they become available. Over the next year, we plan to continue to develop Curriculum Scope and Sequence for Montessori Secondary Programs - Ages 12 to 18. They will be released as each level is completed.

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Introduction . 3

Alignment to State Curricula and the US National Common Core Curriculum For US Montessori schools, we already have the Math and Language Common Core standards aligned to Montessori lessons and activities; however, this does not make use of our updated Scope and Sequence. We are currently in the process of aligning our revised Scope and Sequence to the Common Core Curriculum for Math and Language, and once the rest of the Common Core standards have been written, we will align to those as well. We can also prepare an alignment of state standards to the updated Montessori Curriculum Scope and Sequence©, along with the alignment to the Common Core Standards as needed. Licensing and Copyright The PDF files can be printed for use in parent curriculum summaries or uploaded to your school’s website. The Montessori Foundation’s Curriculum Scope and Sequence© is copyrighted and licensed to schools to duplicate and modify for the use of their administrators, teachers, and parents. Copies of the curriculum in any form may not be given or sold to anyone outside the purchasing school’s community. The Montessori Curriculum The word ‘curriculum’ is used to mean a number of different things. In popular usage, it denotes no more than a set of topics that are studied at a school or university, along with their content. When seen in this way, a large range of issues are omitted which are critical to achieving clarity and consistency within a school. While this introduction cannot explore the topic in great detail, it is important to note that the Scope and Sequence, along with the lesson plans, observation, recording systems, assessment principles, and reporting methods that support it, are all components of a total, educational, curriculum. Although Maria Montessori had a complex vision of curriculum, she never compiled a single, comprehensive, practical curriculum statement that would be recognised as such in today’s educational context. There was a good reason for this — she intended that the teacher be responsive to the developmental and individual needs of each child, rather than slavishly follow a syllabus of work. The Montessori teacher is expected to understand both the developmental needs and abilities of the children in her care, as well as a broad range of content, along with the methodology necessary to present the appropriate ma-

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Introduction . 4

terials or lessons to the children. The exact content was intended to be organic, flexible and adaptable to local conditions. While this “expansive” approach is the ideal of Montessori education, it fails to satisfy parents and officials who require a more clearly defined outline of what the school expects children to learn in a defined time. Montessori programs are designed to prepare children, not only for university but also for life. Our perspective on children’s learning and the role of educators is quite different from conventional education. Three key ideas are central to this approach: 1. It is not the adult who shapes the child; it is the child who, through his experiences, creates an adult human being, 2. Teaching is not something that one can do to another; we can only support the natural process of learning. 3. There is a clear connection between one’s sense of self, of being fully alive and open to new ideas and experiences, and the ability to learn. Recognizing this, we engage in a process that leads not to complacent students, who are good at cramming for tests, but rather to the development of self-actualized ‘renaissance’ men and women. In Montessori, children learn how to learn and see school as a center of an enjoyable lifelong experience. They acquire the values and intellectual skills that enable them to go on to college and then successful careers. They see this as a natural extension of their Montessori experience. As Montessori teachers, principals, teacher trainers, and consultants, we know this. In an age of accountability, however, Montessori schools need effective ways of communicating their educational plan and demonstrating individual student progress to parents (and possibly local or state officials).

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Introduction . 5

The Montessori Foundation’s Approach to Curriculum For some time, we have been struggling to find an appropriate balance between our objective of cultivating the child’s spontaneous interest in learning and the expectations of parents and society. Traditionally, schools have been perceived as the transmitters of culture from one generation to the next through a formal curriculum. While we acknowledge that this is an important part of our mission, Montessori schools are equally committed to the development of responsible members of the human family and to the protection of the child’s fragile spark of curiosity and creativity. Most children know far more about the world before they start school then they will show a few years later, when they have learned to be passive learners who no longer trust their senses, intellect, and imagination. Therefore, our greatest task is to help our students to maintain their ability to think, intuit, and discover; to develop a sense of independence, sequence, and order; to learn how to learn. At the same time, as independent schools, or publicly funded schools of choice, parents come to us seeking quality programs and services. Their highest priorities are academic excellence and character development. Most parents expect their children to be well prepared for college or university. They are also looking for a school experience that will offer something special, something that will make the school experience intellectually exciting and develop a wide range of talents and interests in their children. Schools find it difficult to document the delivery of these services in a way that allows parents to evaluate what they are getting. Parents expect to be kept abreast of the programs that address these goals as well as their children’s progress.

Three Streams of Curriculum We see the Montessori Curriculum as three streams that come together in a great confluence of learning: 1. The first stream involves the mastery of fundamental skills and basic core knowledge. This is a school’s basic expectations for what will be introduced, worked on, reviewed, and targeted for mastery by 85-90 percent of all students at each age or grade level.

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Introduction . 6

As we know, Montessori Curriculum evolved out of the European tradition. It offers a rigorous course of study. Elementary and Secondary Montessori students explore the realm of mathematics, science and technology, the world of myth, great literature, history, world geography, civics, economics, anthropology, and the basic organization of human societies. Their studies cover the basics found in traditional curriculum, such as the memorization of math facts, spelling lessons, and the study of vocabulary, grammar, sentence analysis, creative and expository writing, and library research skills. Sometimes, because Montessori places so much emphasis on cultivating children's sense of curiosity and wonder, parents may get the impression that students can simply do whatever they wish, avoiding subjects that they dislike. This is certainly not the case in a well-run Montessori class. 2. The second stream of Montessori Curriculum involves inspirational lessons and experiences that we organize and present. These are the lessons and experiences that we introduce to our students, but which we do not consider essential for them to master. We hope that we will inspire them and awaken interest, appreciation, and a sense of wonder that will lead them to continue to explore these topics in the years to come. This is what Montessori had in mind when she wrote: “The secret of good teaching is to regard the child’s intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination. Our aim is not only to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his innermost core. We do not want complacent pupils, but eager ones. We seek to sow life in the child rather than theories, to help him in his growth, mental and emotional as well as physical, and for that we must offer grand and lofty ideas to the human mind.” We bear witness to the way our students respond to our key lessons and all the many experiences that we arrange, but in this area we do not have any distinct expectation that they must master and retain what we shared. At the Elementary level, Dr. Montessori’s Great Lessons are five key areas of interconnected studies traditionally presented to all Elementary Montessori students in the form of inspiring stories and related experiences and research projects. They include the story of how the world came to be, the development of life on the Earth, the story

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Introduction . 7

of humankind, the development of language and writing, and the development of mathematics. They are intended to give children a ‘cosmic’ perspective of the Earth and humanity’s place within the cosmos. The lessons, studies, and projects surrounding each of the Great Lessons normally span many months, and the questions that the children pose and their efforts to find the answers to their own questions may continue for many years. And this is only the beginning! 3. The third stream of the Montessori Curriculum is the child’s individually chosen research. Elementary and Secondary Montessori students are encouraged to explore topics that capture their imagination. Most former Montessori students look back on this aspect of the Elementary program with particular fondness. Yet another way of looking at Montessori is to consider some additional principles of our work: ■ We want to engage children’s interest. ■ We want children to discover the power of their own intellect. ■ We want children to see that they are not simply doing assignments to make their parents and teachers happy, but that their lives, ideas, and interests have merit in their own right, not only in the judgment of others. In the first stream of our program, we teach what must be taught, whether required by law or contemporary cultural expectations, doing so in as engaging a way as possible, providing experiences and apparatus that illustrate ideas concretely, in order to make information easy to understand and see in context. In the second stream of our program, we consciously seek to design curricula and experiences meant to awaken interest and inspire a sense of wonder, rather than simply to give children yet more facts on which they will be tested (and, yes, everything in this second stream is part of our culture, and people who grasp it are even that much more culturally literate). The key in the metaphor of the second stream of learning is that children are not held accountable—at least not at this age level, when we present it as part of the second stream—for mastering this knowledge. We are trying to light a spark! In the third stream of our work, we are simply remembering that learning does not stem only from teachers, textbooks, or even Montessori materials. It is nice to design new lessons and card sets, timelines, or apparatus, but in the third stream, something is occurring that comes from within the child herself, not from us! The process is delicate; the spark easily extinguished.

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Introduction . 8

The point of the metaphor within the third stream is to underscore for Montessori educators the absolute importance of making lots of room for this to occur when it does occur naturally.

Structure of The Montessori Foundation’s Revised Scope and Sequence Curriculum© This updated version of The Montessori Foundation’s Scope and Sequence© has been designed so that the educator can look at how the sequence of lessons is generally ordered within any given level from Early Childhood through the Upper Elementary years. It is, thus, possible to see the vast number of lessons and the elements that span these levels of the Montessori programs. Conventional schools plan learning for the entire classroom group. Content is organized into grade levels. While all good teachers individualize as much as they can by creating sub-groups of children within their classroom, there is a clearly defined set of skills and knowledge that children are expected to achieve before advancing from one grade level to the next. In this way of thinking about schooling, the curriculum can be thought of as a stairway up which children climb from kindergarten through high school graduation in a clearly defined time. The Montessori Curriculum is organized as an inclined spiral plane of integrated studies, rather than a traditional model in which the curriculum is compartmentalized into separate subjects, with given topics considered only once at a given grade level. In Montessori, concepts are introduced simply and concretely in the early years and elaborated upon over the years at increasing degrees of abstraction and complexity.

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Introduction . 9

Even though the Montessori Curriculum is highly integrated in the classroom, we have chosen to organize the Scope and Sequence into the familiar subject areas.This is to make it more easily understood by parents and educators who work in conventional schools.

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Introduction . 10

The Infant/Toddler Scope and Sequence is a separate document, indicating that this is a very different plane of development. The Scope of a curriculum is a set of clearly stated learning objectives and activities that the school expects a child to have experienced and achieved by a certain age. The curriculum scope might also be aligned to local, state, and/or national expectations for student performance. The Sequence of a curriculum is the order in which the activities are presented that would support the child in achieving the desired objectives. In conventional schooling, a Scope and Sequence is presented as a clear delineation of what will be taught, together with very specific performance objectives referenced to grade levels. The delivery of these services is difficult to document from the school’s end and, from the parent's end, even more difficult to evaluate. Parents expect to be kept abreast of the programs that address these goals and their children's progress in each program. As a result, we need to carefully maintain this delicate balance. Using the Scope and Sequence At first glance the Scope and Sequence may be overwhelming. The depth and breadth of its coverage do, however, represent something of great value. Parents often express concern that Montessori is not academic enough, or that their children might not get what they need to prepare them adequately for their later years in conventional classrooms. The scope of the Montessori Curriculum when broken out into the various disciplines and underlying learning objectives is, however, very impressive. Hopefully, among other benefits, having copies of the curriculum available for parents to review will help to allay many of their concerns. The delivery of these services is difficult to document from our end, and from the parent’s end, even more difficult to evaluate. Parents expect to be kept abreast of the programs that address these goals,and, their children's progress in each program. As a result, we need to carefully maintain this delicate balance. How to use this document: The Montessori course of study is an integrated thematic approach that ties the separate disciplines of the curriculum together into studies of the physical universe, the world of nature, and the human experience. Literature, the arts, history, social issues, civics, economics, science and the study of technology all complement one another in

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Introduction . 11

the Montessori curriculum. This integrated approach is one of Montessori’s great strengths. As an example, when Elementary Montessori students study Africa, they would look at the physical geography, climate, ecology, natural resources, and the ways in which people have adapted to their environment: food, shelter, transportation, clothing, family life, and traditional cultures. They might read African folk tales, study about the great African civilizations, study endangered species, create African masks and traditional instruments, make African block-print tee shirts in art, learn some Swahili, study dance in music, and prepare some typical meals from various African cultures. Guest speakers, performers, and friends of the school help to make a field of study come alive through their memories, talents, and personal experience. Recording Student Progress Many Montessori teachers use a fairly simple check list of Montessori lessons and materials that normally fits on two pages. Commonly, they make notes of student progress by drawing the three legs of a triangle. They draw the first leg when they introduce a lesson; the second leg when they see that the child is working with the material and practicing as he or she works toward comprehension or mastery; and the third leg to complete the triangle when they feel the child has comprehended or mastered the lesson or material. We find that this is inadequate to fully represent the levels of engagement with materials and content, and the subsequent learning experienced by the child. We developed the following assessment scheme in collaboration with many Montessori experts, and we thank them for their insights and contributions. You will notice that the emphasis is placed on the student’s activities and experiences and their participation within their learning journey. We have included it here, as we thought it might be of use to you. 1 Initial Presentation/Lesson Given 2 Initial Exploration ■ Student investigates the newly introduced concept or skill. ■ Teacher observes evidence of early-skill development of concept formation through various means, such as: completion of the work; written expression; verbal expression; artistic; or other expression. ■ Student begins to show focus, concentration, and effort in completing the work or applying the skill.

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Introduction . 12

3 Exploring Skill ■ Student explores the skill to develop proficiency. ■ Teacher observes beginning synthesis of the skill through various means, such as completion of the work, written expression, verbal expression, artistic, or other expression. ■ Student shows a high level of determination, cooperation and effort in applying this skill. 4 Working Towards Proficiency ■ Student applies the skill to develop greater proficiency. ■ Teacher observes ongoing development of skill synthesis through various means, such as: completion of the work; written expression; verbal expression; artistic; or other expression. ■ Student shows determination, cooperation, and effort in applying this skill. 5 High Level of Proficiency ■ Student demonstrates a highly developed level of proficiency in applying skill. ■ Teacher observes the student’s retention and ability to apply the skill through various means: written expression; verbal expression; artistic expression or other expression. ■ Student shows a very high level of determination, cooperation and effort in applying this skill. 6 Very High Level of Proficiency ■ Student expands the level of proficiency through repetition and application of skill. ■ Teacher observes the child’s inner need to return to the skill for refreshment or refinement. ■ Student’s determination and effort remain high.

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The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Curriculum Scope & Sequence

Montessori THE

Pr

FOUNDATION

The Infant Curriculum

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Parents come with their children to a short class that normally lasts about ninety minutes, held once or twice a week. Often, there will be a parent-teacher discussion held at another time during the week. Topics always include parent questions and concerns and a weekly topic, such as: sleep, nutrition, home environment, and infant and toddler development. The staffing is commonly one certified Montessori Infant-Toddler teacher with the parents remaining in the room. In this model, parents learn how to observe their child and learn a great deal about child development to be used at home.

Montessori Infant-Care Programs: For those who need all-day care, there are a small, but growing, number of Montessori Infant-Care programs, which normally accept infants aged six weeks to fifteen months of age. These programs are still very rare, but they are slowly beginning to spread. It is especially important in these programs that the lead teacher working with each group of nine infants be certified in Montessori Infant-Toddler education to ensure the quality of the program.

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Parent-Infant Programs: These are primarily programs designed to educate the parents of very young children in child development and the Montessori strategies for helping parents to respond to the needs they observe in their infants. These programs give parents an opportunity to observe their children and, through discussion, learn how they can best respond to their babies’ needs. Normally, parent-infant programs will accept children under eighteen months of age.

With infants, the schedule of the day is dependent on their needs. Each baby has a different schedule for feeding and sleeping. There should be a routine of stability and consistency; babies look for predictability.

Understanding the Scope and Sequence Code ...

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Infant Curriculum . 2

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

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Montessori does not organize curriculum by the grade level at which topics are to be taught. We assume that children learn at different paces and learn best in different ways. In most cases, students in Montessori programs will work on any given skill or concept over several years. We introduce students to new lessons as soon as they seem to be ready. Likewise, we have a plan of what Montessori students ought to learn and the age/grade levels at which which we expect mastery from most students.

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Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts and skills (Strands) and the sequence in which they will be taught. In our Curriculum Scope and Sequence, to the right of the list of curriculum elements, we use a series of vertical columns to represent a given span of ages or grades. We use large dots to indicate the age or grade levels at which we anticipate a given lesson will be presented. Since we do not follow a grade-by-grade curriculum, the age or grade when a child will actually be ready to begin work depends on his or her developmental readiness. Our Dot Code is simply a guideline for Montessori educators.

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When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which is repeated at each Montessori three-year program cycle. The color coding makes it somewhat easier to see at which age/grade levels we anticipate children will work on concepts or skills. Normally, students return to work many times over two years or longer before they truly understand what they have studied and retain it over time.

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C As you can see by the example above, we expect that the two Math skills shown (items number 25 and 26) will normally be introduced at age four, and we anticipate that children will continue to work on them over the following year. The “R” shown in the 1st-grade column indicates that we suggest that the teachers ought to review and re-test to see if the child still understands the concept or skill. In some case the symbol “I” is used to indicate that a child should be given a first introduction to a concept or skill at a given age/grade level. Students often work on some concepts and skills over the course of several years. The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

Lesson/Material

Infants

Motor Development

Curriculum Element

Equilibrium

Lifts head.

Birth - 3-6 3 mo. mo.

Pr

Equilibrium

Infants

Motor Development

Equilibrium

Stretches out and kicks legs.

Infants

Motor Development

Equilibrium

Pushes down with legs when held above a hard surface.

Infants

Motor Development

Equilibrium

Masters control of the head.

Infants

Motor Development

Equilibrium

Rolls over, turning from front to back.

Infants

Motor Development

Equilibrium

Rolls both ways.

Infants

Motor Development

Equilibrium

Scoots along floor using arms and legs to propel body forwards.

Infants

Motor Development

Equilibrium

Sits supported by pillows.

Infants

Motor Development

Equilibrium

Sits, supporting self with hands.

Infants

Motor Development

Equilibrium

Sits without support.

Infants

Motor Development

Equilibrium

Gets to sitting position without assistance.

Infants

Motor Development

Raises head while lying on stomach.

Infants

Motor Development

Equilibrium

Supports upper body with arms while lying on stomach.

9-12 12-18 mo. mo.

ID

1

2

3

4

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6

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6-9 mo.

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

Infants

Motor Development

Lesson/Material Equilibrium

Curriculum Element

Birth - 3-6 3 mo. mo.

Gets from sitting to crawling position without assistance.

Pr Infants

Motor Development

Equilibrium

Crawls forward on belly by pulling with arms and pushing with legs.

Infants

Motor Development

Equilibrium

Crawls on hands and knees.

Infants

Motor Development

Equilibrium

Stands with support.

Motor Development

Equilibrium

Pulls body into upright position.

Motor Development

Equilibrium

Walks with assistance.

Equilibrium

Walks on tip-toe, holding onto bar or furniture.

Motor Development

Infants

Motor Development

Equilibrium

Infants

Motor Development

Hand

• •

15

16

17

18

Infants

Motor Development

Hand

Brings hand to mouth; explores hand with mouth.

Infants

Motor Development

Hand

Instinctive prehension evident in grasping adult finger or object offered.

Infants

Motor Development

Hand

Begins to observe own hands.

Infants

Motor Development

Equilibrium

Swipes at objects dangling on mobile or frame.

Stands upright without support.

Opens and closes hands.

19

20

21

22

23

C •

24

25

26

y op

Infants

ID

w

Infants

9-12 12-18 mo. mo.

14

ie

Infants

ev

Infants

6-9 mo.

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

Lesson/Material

Infants

Motor Development

Curriculum Element

Birth - 3-6 3 mo. mo.

Hand

Purposeful grasping and shaking of objects.

Pr Infants

Motor Development

Hand

Uses whole hand; raking grasp.

Infants

Motor Development

Hand

Intentionally works with hands to manipulate objects.

ev Motor Development

Equilibrium

Reaches with one hand to grasp an object.

Infants

Motor Development

Hand

Transfers objects from hand to hand.

Infants

Motor Development

Hand

Purposefully grasps and releases objects.

Infants

Motor Development

Hand

Controls fingers.

Infants

Motor Development

Hand

Infants

Motor Development

Hand

Infants

Social and Emotional

Attachment

Enjoys bodily contact, such as cuddling.

Infants

Social and Emotional

Attachment

Enjoys being in the company of others.

Infants

Social and Emotional

Attachment

Differentiates between known people and strangers.

Infants

Social and Emotional

Attachment

Displays attachment to primary caregiver or parent.

9-12 12-18 mo. mo.

ID

27

• •

w

ie

Infants

6-9 mo.

• •

28

• •

29

30

31

32

33

Prehension with pincer grip - small objects. Holds large objects with arms.

C

34

35

36

38

39

y op • •

37

Infants

Page 3

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

Infants

Social and Emotional

Lesson/Material

Curriculum Element

Attachment

Birth - 3-6 3 mo. mo.

Displays shyness and anxiety around strangers.

Pr Infants

Social and Emotional

Attachment

Cries when parents leave.

Infants

Social and Emotional

Attachment

Shows a preference for certain people and toys.

Infants

Social and Emotional

Attachment

Demonstrates affection.

Social and Emotional

Attachment

Demonstrates empathy.

Social and Emotional

Attachment

Displays separation anxiety.

Self-Awareness & Emotions

Expresses needs and emotions with body and face.

ie

Infants

ev

Infants

6-9 mo.

Social and Emotional

Infants

Social and Emotional

Self-Awareness & Emotions

Indicates enjoyment of social play through laughing and body language.

Infants

Social and Emotional

Self-Awareness & Emotions

Displays an interest in images of self in a mirror.

Infants

Social and Emotional

Self-Awareness & Emotions

Often expresses joy.

Infants

Social and Emotional

Self-Awareness & Emotions

Expresses a range of emotions, including fear, anger, and shyness.

Infants

Social and Emotional

Self-Awareness & Emotions

Recognizes own name.

Infants

Social and Emotional

Self-Awareness & Emotions

Tries to influence the action of others by protesting.

w

Infants

9-12 12-18 mo. mo.

40

41

42

43

44

45

46

• • •

47

• •

48

• •

49

C

50

y op

Infants

ID

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51

52


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

Lesson/Material

Infants

Social and Emotional

Curriculum Element

Birth - 3-6 3 mo. mo.

Self-Awareness & Emotions

Actively explores environment.

Pr

Social Interactions

Infants

Social and Emotional

Social Interactions

Enjoys play activities and indicates displeasure by crying when game stops.

Infants

Social and Emotional

Social Interactions

Imitates movements and facial expressions of others.

Infants

Social and Emotional

Social Interactions

Develops "social smile" - smiles at a face.

Infants

Social and Emotional

Social Interactions

Imitates sounds, actions, and facial expressions.

Infants

Social and Emotional

Social Interactions

Tests responses of others.

Infants

Social and Emotional

Social Interactions

Imitates gestures.

Infants

Social and Emotional

Social Interactions

Fights for a toy, which another child may be holding.

Infants

Social and Emotional

Social Interactions

Pays attention to and responds differently to different tones of voice.

Infants

Social and Emotional

Social Interactions

Attempts to play with other children.

Infants

Social and Emotional

Social Interactions

Deliberately seeks to maintain interaction with others.

Infants

Social and Emotional

Fixes attention on faces of others.

Infants

Social and Emotional

Social Interactions

Responds with enjoyment to person-toperson contact.

6-9 mo.

9-12 12-18 mo. mo.

ID

53

55

56

57

58

w

ie

ev

• •

54

60

61

62

63

64

65

y op

C

59

Infants

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

Infants

Social and Emotional

Lesson/Material Auditory

Curriculum Element Follows familiar voices with eyes or head.

Pr Infants

Sensory Development

Auditory

Reacts to different sounds.

Infants

Sensory Development

Auditory

Responds to an adult's singing.

Infants

Auditory

Makes sounds with objects and reacts to the sounds produced.

Sensory Development

Gustatory

Eats food with varying textures.

Sensory Development

Gustatory

Begins to show preferences in the tastes of food.

Olfactory

Displays preference for sweet smells.

ie

Infants

Sensory Development

Sensory Development

Infants

Sensory Development

Tactile

Infants

Sensory Development

Tactile

Infants

Sensory Development

Visual

Displays interest in black and white mobiles.

Infants

Sensory Development

Visual

Follows moving objects with eyes.

Infants

Sensory Development

Visual

Follows moving things with eyes.

Infants

Sensory Development

Visual

Recognizes familiar objects and people.

w

Infants

Displays preference for soft rather than rough textures.

6-9 mo.

9-12 12-18 mo. mo.

ID

66

• •

67

ev

Infants

Birth - 3-6 3 mo. mo.

68

• •

69

• •

70

• •

71

72

73

Explores textures.

C

• •

74

75

77

78

y op •

76

Infants

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

Lesson/Material

Infants

Sensory Development

Curriculum Element

Birth - 3-6 3 mo. mo.

Sensory Exploration

Purposefully explores objects in a number of ways using all senses.

Integrated EyeHand and Cognitive Development

Pr

Building Skills and Concepts Using Special Materials

Explores hand-to-hand transfer; purposefully moving objects from one hand to another.

Infants

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Puts objects into containers and takes them out again.

Infants

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Works with Object Permanence Box with tray to refine hand-and-finger control, eye-hand coordination, and to construct concept of object permanence.

Infants

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Works with Object Permanence Box with drawer to refine hand-and fingercontrol, eye-hand coordination, and to construct concept of object permanence.

Infants

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Infants

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Works with Imbucare© Boxes with slot and flip lid to refine wrist movement, eye-hand coordination and to construct the concept of object permanence. (Imbucare© Boxes, Copyright Nienhuis, 2012)

Infants

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Explores geometric shapes through inserting objects into cut-out shapes (Imbucare© Boxes with shape-sorter lid) to refine hand-and-finger control, eyehand coordinatio, and to construct the concept of object permanence. (Imbucare© Boxes Copyright Nienhuis, 2012)

Infants

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Works with various Imbucare© Boxes to develop hand-and-finger control, eyehand coordination, and to construct the concept of object permanence. (Imbucare© Boxes Copyright Nienhuis, 2012)

Infants

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Hangs knit balls on dowels to develop eye-hand coordination and fine-muscle control and to begin to match colors.

ie

ev

Infants

w

Works with various Imbucare© Boxes to refine hand-and-finger control, eye-hand coordination, and to construct the concept of object permanence. (Imbucare© Boxes, Copyright Nienhuis, 2012)

6-9 mo.

9-12 12-18 mo. mo.

ID

79

80

• •

82

83

84

85

86

y op

C

• •

81

Infants

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Copyright 2012 The Montessori Foundation

87

88


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Strand

Lesson/Material

Curriculum Element

Infants

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Infants

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Works with simple puzzles to further develop eye-hand coordination and develop figure-ground concept - singleshape puzzles.

Infants

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Places disks on dowels to develop eyehand coordination and various finger grips (Toddler Infilare exercises).

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Places disks and cubes on dowels to develop eye-hand coordination and various finger grips (Toddler Infilare exercises).

Cognitive Development

Object Permanence

Finds a partially hidden object.

Infants

Infants

Birth - 3-6 3 mo. mo.

6-9 mo.

Places large pegs into holes to develop eye-hand coordination and fine-muscle control and begin to sort colors.

ie

ev

Pr

Area

Object Permanence

Purposefully attempts to reach objects that are out of reach.

Object Permanence

Finds hidden objects.

Cognitive Development

Infants

Cognitive Development

Infants

Cognitive Development

Concept Formation

Associates names of objects with images.

Infants

Cognitive Development

Concept Formation

Begins to use objects for their intended purpose.

Infants

Language

Hearing and Understanding

Responds to loud sounds in environment.

Infants

Language

Hearing and Understanding

Calms or smiles in response to human voice.

Infants

Language

Hearing and Understanding

Recognizes voice of parent or primary care-giver.

Infants

Language

Hearing and Understanding

Moves eyes towards direction of a sound.

ID

89

90

91

92

• •

93

• •

94

w

Infants

9-12 12-18 mo. mo.

C •

95

96

97

98

y op

Infants

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99

100

101


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

Lesson/Material

Infants

Language

Curriculum Element

Birth - 3-6 3 mo. mo.

Hearing and Understanding

Responds to changes in tone of voice.

Pr

Hearing and Understanding

Infants

Language

Hearing and Understanding

Responds with enjoyment to simple word and movement games and fingerplays.

Infants

Language

Hearing and Understanding

Turns head towards direction of a sound.

Infants

Language

Hearing and Understanding

Shows interest when spoken to.

Infants

Language

Hearing and Understanding

Recognizes common household words.

Infants

Language

Hearing and Understanding

Complies with simple requests.

Infants

Language

Speaking

Communicates pleasure through cooing sounds.

Infants

Language

Speaking

Indicates different needs through different cries.

Infants

Language

Speaking

Smiles when seeing a familiar person.

Infants

Language

Speaking

Babbling begins to resemble more mature speech and contains some consonants (p, b, m).

Infants

Language

Speaking

Chuckles and laughs to communicate joy.

Infants

Language

Notices objects that make a sound.

Infants

Language

Hearing and Understanding

Responds (pays attention) to music.

6-9 mo.

9-12 12-18 mo. mo.

ID

102

103

104

w

ie

ev

• •

105

• •

106

• •

107

• •

108

• •

109

111

C

110

y op

112

Infants

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• •

114


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

Infants

Language

Lesson/Material

Curriculum Element

Speaking

Birth - 3-6 3 mo. mo.

Vocalizes other emotions, such as excitement and displeasure.

Pr Infants

Language

Speaking

Makes a range of gurgling sounds when playing with someone or when alone.

Infants

Language

Speaking

Babbling includes a range of sounds and gaps which resemble phrases.

Infants

Language

Speaking

Uses sounds to attract and hold attention of others - communication.

Language

Speaking

Uses body language to communicate needs.

Language

Speaking

Imitates a large variety of speech sounds.

Speaking

Has some recognizable words.

ie

Infants

ev

Infants

Language

InfantToddler

Motor Development

Equilibrium

InfantToddler

Motor Development

Equilibrium

InfantToddler

Motor Development

Hand

Coordinates use of both hands working together.

InfantToddler

Motor Development

Hand

Uses hands for purposeful work.

InfantToddler

Social and Emotional

Social Interactions

Engages in solitary or parallel play.

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Works with simple puzzles to further develop eye-hand coordination - threeshape puzzles.

9-12 12-18 mo. mo.

ID

115

116

• •

117

• •

118

119

• •

120

121

w

Infants

6-9 mo.

Walks holding onto bar or furniture.

Walks independently.

2

3

4

5

6

y op

C

1

Infant-Toddler

Page 10

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Strand

Lesson/Material

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Stacks different colored disks on dowels sorting by color to further develop hand control and color- matching skills.

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Stacks different sized disks on dowels sorting by color to further develop hand control and color- matching skills.

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Places disks on horizontal dowels to develop supinated wrist movement and further develop eye-hand coordination.

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Places different sized balls and ellipsoids on small pegs to explore sizes and perception of part becoming whole.

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Works with box with bins to develop various wrist movements and object permanence.

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Works with box with sliding lid to develop wrist movements and object permanence.

InfantToddler

Cognitive Development

Exploration

Explores objects in a number of ways using all senses (e.g., Treasure Basket; Heuristic Play Collections.

InfantToddler

Cognitive Development

Exploration

Purposefully explores objects in a number of ways through shaking, banging, throwing, dropping, etc.

InfantToddler

Cognitive Development

Concept formation

Begins to sort mixed collections of objects into categories.

InfantToddler

Motor Development

Equilibrium

Walks carrying large and/or heavy objects; climbs stairs carrying objects in search of maximum effort.

InfantToddler

Motor Development

Equilibrium

Runs.

InfantToddler

Motor Development

Equilibrium

Kicks a ball.

InfantToddler

Social and Emotional

Attachment

May hit, bite, and fight over a toy.

Curriculum Element

Birth - 3-6 3 mo. mo.

w

ie

ev

Pr

Area

9-12 12-18 mo. mo.

ID

7

8

9

10

11

12

13

14

15

16

17

18

19

y op

C

Infant-Toddler

6-9 mo.

Page 11

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

InfantToddler

Social and Emotional

Lesson/Material

Curriculum Element

Self-Awareness & Emotions

Birth - 3-6 3 mo. mo.

6-9 mo.

Displays growing awareness of self as separate from others.

Pr InfantToddler

Social and Emotional

Self-Awareness & Emotions

Recognizes self in mirror.

InfantToddler

Social and Emotional

Self-Awareness & Emotions

Refers to self using own name.

ev Social and Emotional

Self-Awareness & Emotions

Expresses anger when interrupted.

InfantToddler

Social and Emotional

Social Interactions

Imitates behavior of others, including actions in songs and play activities.

InfantToddler

Social and Emotional

Social Interactions

Enjoys company of other children.

InfantToddler

Cognitive Development

Sorting and matching

Matches objects to pictures.

InfantToddler

Cognitive Development

Sorting and matching

Pairs identical pictures.

InfantToddler

Cognitive Development

Sorting and matching

Pairs related pictures.

InfantToddler

Cognitive Development

Sorting and matching

Sorts objects by shape.

InfantToddler

Cognitive Development

Sorting and matching

Sorts objects by color.

InfantToddler

Cognitive Development

Sorting and matching

Sorts objects by category (e.g., buttons, animals, beads, etc.).

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in dishwashing.

w

ie

InfantToddler

ID

20

21

22

23

24

25

26

27

28

29

30

31

32

y op

C

Infant-Toddler

9-12 12-18 mo. mo.

Page 12

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

Lesson/Material

InfantToddler

Practical Life

Curriculum Element

Birth - 3-6 3 mo. mo.

Collaboration with adult in activities of daily living

Collaborates with adult in flower arranging.

Pr

Collaboration with adult in activities of daily living

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in cleaning activities.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in setting table for snack or lunch.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in clearing table after snack or lunch.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in sorting and folding laundry.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in pouring water and juice.

InfantToddler

Practical Life

Care of self - Eating

Feeds self with fingers.

InfantToddler

Practical Life

Care of self - Eating

Collaborates with adult in feeding self at weaning table and chair.

InfantToddler

Practical Life

Care of self - Eating

Uses a spoon.

InfantToddler

Practical Life

Care of self - Eating

Drinks from a teaspoon offered by adult.

InfantToddler

Practical Life

Care of self - Eating

Drinks from a cup.

InfantToddler

Practical Life

Collaborates with adult in folding activities.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in food preparation.

w

ie

ev

9-12 12-18 mo. mo.

ID

33

34

35

36

37

38

39

40

41

42

43

44

45

y op

C

Infant-Toddler

6-9 mo.

Page 13

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

InfantToddler

Language

Lesson/Material Hearing and understanding

Curriculum Element

Birth - 3-6 3 mo. mo.

6-9 mo.

Can identify (by pointing) various body parts.

Pr InfantToddler

Language

Hearing and understanding

Can comply with simple requests containing action and object (Fetch the toy, hold my hand).

InfantToddler

Language

Hearing and understanding

Listens with interest to stories and rhymes.

ev Language

Hearing and understanding

Can identify (by pointing) objects in pictures and books.

InfantToddler

Language

Speaking

Constantly increases vocabulary using new words every month.

InfantToddler

Language

Speaking

Uses one- or two-word questions.

InfantToddler

Language

Speaking

Strings words together to communicate more complex ideas (e.g., “More juice”; “Mommy go”);

InfantToddler

Language

Speaking

InfantToddler

Motor Development

Equilibrium

InfantToddler

Motor Development

Equilibrium

Walks independently.

InfantToddler

Motor Development

Hand

Uses hands with increasing precision.

InfantToddler

Motor Development

Hands

Coordinates use of both hands working together.

InfantToddler

Motor Development

Hands

Uses hands for purposeful work.

w

ie

InfantToddler

Uses more consonant sounds at the beginning of words and enunciates them more clearly. Walks holding onto bar or furniture.

ID

46

47

48

49

50

51

52

53

• •

54

• •

55

56

57

58

y op

C

9-12 12-18 mo. mo.

Infant-Toddler

Page 14

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

Lesson/Material

InfantToddler

Social and Emotional

Curriculum Element

Birth - 3-6 3 mo. mo.

Social Interactions

Engages in solitary or parallel play.

Integrated EyeHand and Cognitive Development

Pr

Building Skills and Concepts Using Special Materials

Works with simple puzzles to further develop eye-hand coordination - threeshape puzzles.

InfantToddler

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Stacks different-colored disks on dowels, sorting by color to further develop hand control and color-matching skills.

InfantToddler

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Stacks different-sized disks on dowels, sorting by color to further develop hand control and color-matching skills.

InfantToddler

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Places disks on horizontal dowels to develop supinated wrist movement and further develop eye-hand coordination.

InfantToddler

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Places different-sized balls and ellipsoids on small pegs to explore sizes and perception of part becoming whole.

InfantToddler

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Works with box with bins to develop various wrist movements and object permanence.

InfantToddler

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Works with box with sliding lid to develop wrist movements and object permanence.

InfantToddler

Cognitive Development

Exploration

Explores objects in a number of ways using all senses (e.g., Treasure Basket; Heuristic Play Collections).

InfantToddler

Cognitive Development

Exploration

Purposefully explores objects in a number of ways through shaking, banging, throwing, dropping, etc.

InfantToddler

Cognitive Development

Concept Formation

Begins to sort mixed collections of objects into categories.

InfantToddler

Motor Development

Equilibrium

Walks carrying large and/or heavy objects; climbs stairs carrying objects in search of maximum effort.

InfantToddler

Motor Development

Equilibrium

Runs.

w

ie

ev

InfantToddler

ID

59

• •

60

• •

61

• •

62

63

64

65

66

• • •

67

• • •

68

69

���

70

71

y op

C

Infant-Toddler

9-12 12-18 mo. mo.

6-9 mo.

Page 15

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

InfantToddler

Motor Development

Lesson/Material

Curriculum Element

Equilibrium

Birth - 3-6 3 mo. mo.

6-9 mo.

Kicks a ball.

Pr InfantToddler

Social and Emotional

Attachment

May hit, bite, and fight over a toy.

InfantToddler

Social and Emotional

Self-Awareness & Emotions

Displays growing awareness of self as separate from others.

ev Social and Emotional

Self-Awareness & Emotions

Recognizes self in mirror.

InfantToddler

Social and Emotional

Self-Awareness & Emotions

Refers to self using own name.

InfantToddler

Social and Emotional

Self-Awareness & Emotions

Expresses anger when interrupted.

InfantToddler

Social and Emotional

Social Interactions

Imitates behavior of others, including actions in songs and play activities.

InfantToddler

Social and Emotional

Social Interactions

Enjoys company of other children.

InfantToddler

Cognitive Development

Sorting and matching

Matches objects to pictures.

InfantToddler

Cognitive Development

Sorting and matching

Pairs identical pictures.

InfantToddler

Cognitive Development

Sorting and matching

Pairs related pictures.

InfantToddler

Cognitive Development

Sorting and matching

Sorts objects by shape.

InfantToddler

Cognitive Development

Sorting and matching

Sorts objects by color.

w

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InfantToddler

ID

72

73

74

75

76

77

78

79

80

81

82

83

84

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Infant-Toddler

9-12 12-18 mo. mo.

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Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

Lesson/Material

InfantToddler

Cognitive Development

Curriculum Element

Birth - 3-6 3 mo. mo.

Sorting and matching

Sorts objects by category (e.g., buttons, animals, beads, etc.).

Pr

Collaboration with adult in activities of daily living

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in folding activities.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in food preparation.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in cleaning activities.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in setting table for snack or lunch.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in clearing table after snack or lunch.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in sorting and folding laundry.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in pouring water and juice.

InfantToddler

Practical Life

Care of Self - Eating

Feeds self with fingers.

InfantToddler

Practical Life

Care of Self - Eating

Collaborates with adult in feeding self at weaning table and chair.

InfantToddler

Practical Life

Care of Self - Eating

Uses a spoon.

InfantToddler

Practical Life

Collaborates with adult in dishwashing.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in flower arranging.

w

ie

ev

9-12 12-18 mo. mo.

ID

85

86

87

88

89

90

91

92

93

94

95

96

97

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Infant-Toddler

6-9 mo.

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Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

InfantToddler

Practical Life

Lesson/Material

Curriculum Element

Care of Self - Eating

Birth - 3-6 3 mo. mo.

6-9 mo.

Drinks from a teaspoon offered by adult.

Pr InfantToddler

Practical Life

Care of Self - Eating

Drinks from a cup.

InfantToddler

Language

Hearing and Understanding

Can identify various body parts (by pointing).

ev Language

Hearing and Understanding

Can comply with simple requests containing action and object (e.g., “Fetch the toy; Hold my hand”).

InfantToddler

Language

Hearing and Understanding

Listens with interest to stories and rhymes.

InfantToddler

Language

Hearing and Understanding

Can identify objects in pictures and books (by pointing).

InfantToddler

Language

Speaking

Constantly increases vocabulary using new words every month.

InfantToddler

Language

Speaking

InfantToddler

Language

Speaking

InfantToddler

Language

Speaking

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InfantToddler

Uses one- or two-word questions.

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Strings words together to communicate more complex ideas (e.g., “More juice; Mommy go”).

Uses more consonant sounds at the beginning of words and enunciates them more clearly.

9-12 12-18 mo. mo.

ID

98

99

100

101

102

103

104

105

106

107

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Copyright 2012 The Montessori Foundation


Curriculum Scope & Sequence The Toddler Curriculum

Montessori THE

Pr

FOUNDATION

ev

Toddler Half-Day Programs normally run for two or three hours a day. Full-day programs extend the day to include time for an afternoon nap and more indoor and outdoor activities. They tend to serve families with two working parents.

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Some programs accept toddlers from fifteen months and older, although this lower age range may vary due to local regulations and the school’s decision about how it wishes to organize the program.

Generally, the low end of fifteen months is followed because by that age, most children are fairly mobile and have become very independent.

1.

Arrival, greeting, storing coat and bag, changing shoes, choosing work.

2.

A work period of 11/2 to 2 hours.

3.

Preparation and serving of a snack.

4.

Group singing, finger plays, and movement to music: this is an activity in which toddlers may or may not choose to participate.

6.

Dismissal. It is important that children move out of the toddler program to the next level not according to a simple age criteria but when they are developmentally ready (when they are no longer challenged in the toddler program and are showing signs of being bored). This normally occurs at about two years eight months of age.

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The typical schedule in a half-day toddler class might look something like this:

Outdoor time: running, climbing, swinging, exploring nature, sand and water.

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Most toddler programs will begin with a somewhat older child of eighteen months, or even as old as twenty-four months. These groups will commonly include children up to thirty to thirty-six months of age, at which time children are usually ready to move into a Montessori three-to-six class.

5.

We strongly recommend four- or five-day programs rather than offering two- or three-day options. Why? Because children, in general, and toddlers, in particular, need consistency and routine. Staff Ratio: In a group of ten to twelve toddlers, you would normally have a certified Montessori Infant-Toddler teacher and an assistant. Some states allow a higher adult-to-child ratio. This small class size and low adult-to-child ratio tends to make toddler programs more expensive, but, once again, the quality is well worth the higher cost.

Understanding the Scope and Sequence Code ...

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Toddler Curriculum . 2

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

Pr

Montessori does not organize curriculum by the grade level at which topics are to be taught. We assume that children learn at different paces and learn best in different ways. In most cases, students in Montessori programs will work on any given skill or concept over several years. We introduce students to new lessons as soon as they seem to be ready. Likewise, we have a plan of what Montessori students ought to learn and the age/grade levels at which which we expect mastery from most students.

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Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts and skills (Strands) and the sequence in which they will be taught. In our Curriculum Scope and Sequence, to the right of the list of curriculum elements, we use a series of vertical columns to represent a given span of ages or grades. We use large dots to indicate the age or grade levels at which we anticipate a given lesson will be presented. Since we do not follow a grade-by-grade curriculum, the age or grade when a child will actually be ready to begin work depends on his or her developmental readiness. Our Dot Code is simply a guideline for Montessori educators.

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When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which is repeated at each Montessori three-year program cycle. The color coding makes it somewhat easier to see at which age/grade levels we anticipate children will work on concepts or skills. Normally, students return to work many times over two years or longer before they truly understand what they have studied and retain it over time.

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C As you can see by the example above, we expect that the two Math skills shown (items number 25 and 26) will normally be introduced at age four, and we anticipate that children will continue to work on them over the following year. The “R” shown in the 1st-grade column indicates that we suggest that the teachers ought to review and re-test to see if the child still understands the concept or skill. In some case the symbol “I” is used to indicate that a child should be given a first introduction to a concept or skill at a given age/grade level. Students often work on some concepts and skills over the course of several years. The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Montessori Foundation Curriculum Scope and Sequence - Toddlers: Age 12 months to 3 Years The following developmental milestones and educational goals will normally be met over the course of a Montessori Toddler program for children 12 months to 3 years-old Area

Strand

Lesson/Material

InfantToddler

Motor Development

12-18 18-24 mo. mo.

Curriculum Element

Equilibrium

Walks holding onto bar or furniture.

Pr InfantToddler

Motor Development

Equilibrium

Walks independently.

InfantToddler

Motor Development

Hand

Coordinates use of both hands working together.

ev Motor Development

Hand

Uses hands for purposeful work.

InfantToddler

Social and Emotional

Social Interactions

Engages in solitary or parallel play.

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Works with simple puzzles to further develop eye-hand coordination - three-shape puzzles.

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Stacks different colored disks on dowels sorting by color to further develop hand control and color- matching skills.

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Stacks different sized disks on dowels sorting by color to further develop hand control and color- matching skills.

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Places disks on horizontal dowels to develop supinated wrist movement and further develop eye-hand coordination.

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Places different sized balls and ellipsoids on small pegs to explore sizes and perception of part becoming whole.

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Works with box with bins to develop various wrist movements and object permanence.

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Works with box with sliding lid to develop wrist movements and object permanence.

InfantToddler

Cognitive Development

Exploration

Explores objects in a number of ways using all senses (e.g., Treasure Basket; Heuristic Play Collections.

w

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InfantToddler

24-36 mo.

ID

2

3

4

5

6

7

8

9

10

y op

C

1

Infant-Toddler

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11

12

13


Montessori Foundation Curriculum Scope and Sequence - Toddlers: Age 12 months to 3 Years The following developmental milestones and educational goals will normally be met over the course of a Montessori Toddler program for children 12 months to 3 years-old Area

Strand

InfantToddler

Cognitive Development

Lesson/Material

12-18 18-24 mo. mo.

Curriculum Element

Exploration

Purposefully explores objects in a number of ways through shaking, banging, throwing, dropping, etc.

Pr InfantToddler

Cognitive Development

Concept formation

Begins to sort mixed collections of objects into categories.

InfantToddler

Motor Development

Equilibrium

Walks carrying large and/or heavy objects; climbs stairs carrying objects in search of maximum effort.

24-36 mo.

ID

14

15

• •

16

ev Motor Development

Equilibrium

Runs.

• • •

17

InfantToddler

Motor Development

Equilibrium

Kicks a ball.

• • •

18

InfantToddler

Social and Emotional

Attachment

May hit, bite, and fight over a toy.

• •

19

InfantToddler

Social and Emotional

Self-Awareness & Emotions

Displays growing awareness of self as separate from others.

• • •

20

InfantToddler

Social and Emotional

Self-Awareness & Emotions

Recognizes self in mirror.

• •

21

InfantToddler

Social and Emotional

Self-Awareness & Emotions

Refers to self using own name.

• •

22

InfantToddler

Social and Emotional

Self-Awareness & Emotions

Expresses anger when interrupted.

• •

23

InfantToddler

Social and Emotional

Social Interactions

Imitates behavior of others, including actions in songs and play activities.

• • •

24

InfantToddler

Social and Emotional

Social Interactions

Enjoys company of other children.

• • •

25

InfantToddler

Cognitive Development

Sorting and matching

Matches objects to pictures.

• • •

26

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InfantToddler

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Infant-Toddler

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Toddlers: Age 12 months to 3 Years The following developmental milestones and educational goals will normally be met over the course of a Montessori Toddler program for children 12 months to 3 years-old Area

Strand

Lesson/Material

InfantToddler

Cognitive Development

12-18 18-24 mo. mo.

Curriculum Element

Sorting and matching

Pairs identical pictures.

24-36 mo.

ID

• • •

27

InfantToddler

Cognitive Development

Sorting and matching

Sorts objects by color.

• • •

30

InfantToddler

Cognitive Development

Sorting and matching

Sorts objects by category (e.g., buttons, animals, beads, etc.).

• • •

31

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in dishwashing.

• • •

32

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in flower arranging.

• • •

33

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in folding activities.

• • •

34

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in food preparation.

• • •

35

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in cleaning activities.

• • •

36

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in setting table for snack or lunch.

• • •

37

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in clearing table after snack or lunch.

• • •

38

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in sorting and folding laundry.

• • •

39

Pairs related pictures.

• • •

28

InfantToddler

Cognitive Development

Sorting and matching

Sorts objects by shape.

• • •

29

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Cognitive Development

ev

Pr

Sorting and matching

InfantToddler

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C

Infant-Toddler

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Montessori Foundation Curriculum Scope and Sequence - Toddlers: Age 12 months to 3 Years The following developmental milestones and educational goals will normally be met over the course of a Montessori Toddler program for children 12 months to 3 years-old Area

Strand

InfantToddler

Practical Life

Lesson/Material

12-18 18-24 mo. mo.

Curriculum Element

Collaboration with adult in activities of daily living

Collaborates with adult in pouring water and juice.

24-36 mo.

ID

• • •

40

Pr InfantToddler

Practical Life

Care of self - Eating

Feeds self with fingers.

• • •

41

InfantToddler

Practical Life

Care of self - Eating

Collaborates with adult in feeding self at weaning table and chair.

• • •

42

ev Practical Life

Care of self - Eating

Uses a spoon.

• • •

43

InfantToddler

Practical Life

Care of self - Eating

Drinks from a teaspoon offered by adult.

• • •

44

InfantToddler

Practical Life

Care of self - Eating

Drinks from a cup.

• • •

45

InfantToddler

Language

Hearing and understanding

Can identify (by pointing) various body parts.

• •

46

InfantToddler

Language

Hearing and understanding

Can comply with simple requests containing action and object (Fetch the toy, hold my hand).

• •

47

InfantToddler

Language

Hearing and understanding

Listens with interest to stories and rhymes.

• •

48

InfantToddler

Language

Hearing and understanding

Can identify (by pointing) objects in pictures and books.

• •

49

InfantToddler

Language

Speaking

Constantly increases vocabulary using new words every month.

• •

50

InfantToddler

Language

Speaking

Uses one- or two-word questions.

• •

51

InfantToddler

Language

Speaking

Strings words together to communicate more complex ideas (e.g., “More juice”; “Mommy go”);

• •

52

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InfantToddler

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Infant-Toddler

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Montessori Foundation Curriculum Scope and Sequence - Toddlers: Age 12 months to 3 Years The following developmental milestones and educational goals will normally be met over the course of a Montessori Toddler program for children 12 months to 3 years-old Area

Strand

Lesson/Material

InfantToddler

Language

12-18 18-24 mo. mo.

Curriculum Element

Speaking

Uses more consonant sounds at the beginning of words and enunciates them more clearly.

Pr InfantToddler

Motor Development

Equilibrium

Walks holding onto bar or furniture.

InfantToddler

Motor Development

Equilibrium

Walks independently.

ev Motor Development

Hand

Uses hands with increasing precision.

InfantToddler

Motor Development

Hands

Coordinates use of both hands working together.

InfantToddler

Motor Development

Hands

Uses hands for purposeful work.

InfantToddler

Social and Emotional

Social Interactions

Engages in solitary or parallel play.

InfantToddler

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Works with simple puzzles to further develop eye-hand coordination - three-shape puzzles.

InfantToddler

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Stacks different-colored disks on dowels, sorting by color to further develop hand control and color-matching skills.

InfantToddler

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Stacks different-sized disks on dowels, sorting by color to further develop hand control and color-matching skills.

InfantToddler

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Places disks on horizontal dowels to develop supinated wrist movement and further develop eye-hand coordination.

InfantToddler

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Places different-sized balls and ellipsoids on small pegs to explore sizes and perception of part becoming whole.

InfantToddler

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Works with box with bins to develop various wrist movements and object permanence.

w

ie

InfantToddler

24-36 mo.

ID

53

54

55

56

57

58

59

60

61

62

y op

C

• •

Infant-Toddler

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63

64

65


Montessori Foundation Curriculum Scope and Sequence - Toddlers: Age 12 months to 3 Years The following developmental milestones and educational goals will normally be met over the course of a Montessori Toddler program for children 12 months to 3 years-old Lesson/Material

12-18 18-24 mo. mo.

Strand

Curriculum Element

InfantToddler

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

InfantToddler

Cognitive Development

Exploration

Explores objects in a number of ways using all senses (e.g., Treasure Basket; Heuristic Play Collections).

InfantToddler

Cognitive Development

Exploration

Purposefully explores objects in a number of ways through shaking, banging, throwing, dropping, etc.

Works with box with sliding lid to develop wrist movements and object permanence.

ev

Pr

Area

Cognitive Development

Concept Formation

Begins to sort mixed collections of objects into categories.

InfantToddler

Motor Development

Equilibrium

Walks carrying large and/or heavy objects; climbs stairs carrying objects in search of maximum effort.

InfantToddler

Motor Development

Equilibrium

Runs.

InfantToddler

Motor Development

Equilibrium

Kicks a ball.

InfantToddler

Social and Emotional

Attachment

InfantToddler

Social and Emotional

Self-Awareness & Emotions

Displays growing awareness of self as separate from others.

InfantToddler

Social and Emotional

Self-Awareness & Emotions

Recognizes self in mirror.

InfantToddler

Social and Emotional

Self-Awareness & Emotions

Refers to self using own name.

InfantToddler

Social and Emotional

Self-Awareness & Emotions

Expresses anger when interrupted.

InfantToddler

Social and Emotional

Social Interactions

Imitates behavior of others, including actions in songs and play activities.

w

ie

InfantToddler

May hit, bite, and fight over a toy.

ID

66

67

68

69

70

71

72

73

74

75

y op

C

Infant-Toddler

24-36 mo.

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Montessori Foundation Curriculum Scope and Sequence - Toddlers: Age 12 months to 3 Years The following developmental milestones and educational goals will normally be met over the course of a Montessori Toddler program for children 12 months to 3 years-old Area

Strand

Lesson/Material

InfantToddler

Social and Emotional

12-18 18-24 mo. mo.

Curriculum Element

Social Interactions

Enjoys company of other children.

Pr

Sorting and matching

InfantToddler

Cognitive Development

Sorting and matching

Pairs related pictures.

InfantToddler

Cognitive Development

Sorting and matching

Sorts objects by shape.

InfantToddler

Cognitive Development

Sorting and matching

Sorts objects by color.

InfantToddler

Cognitive Development

Sorting and matching

Sorts objects by category (e.g., buttons, animals, beads, etc.).

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in dishwashing.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in flower arranging.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in folding activities.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in food preparation.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in cleaning activities.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in setting table for snack or lunch.

InfantToddler

Cognitive Development

Matches objects to pictures.

InfantToddler

Cognitive Development

Sorting and matching

Pairs identical pictures.

24-36 mo.

ID

w

ie

ev

80

81

82

83

84

85

86

87

88

89

90

91

y op

C

79

Infant-Toddler

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Montessori Foundation Curriculum Scope and Sequence - Toddlers: Age 12 months to 3 Years The following developmental milestones and educational goals will normally be met over the course of a Montessori Toddler program for children 12 months to 3 years-old Area

Strand

InfantToddler

Practical Life

Lesson/Material

12-18 18-24 mo. mo.

Curriculum Element

Collaboration with adult in activities of daily living

Collaborates with adult in clearing table after snack or lunch.

Pr InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in sorting and folding laundry.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in pouring water and juice.

ev Practical Life

Care of Self - Eating

Feeds self with fingers.

InfantToddler

Practical Life

Care of Self - Eating

Collaborates with adult in feeding self at weaning table and chair.

InfantToddler

Practical Life

Care of Self - Eating

Uses a spoon.

InfantToddler

Practical Life

Care of Self - Eating

Drinks from a teaspoon offered by adult.

InfantToddler

Practical Life

Care of Self - Eating

Drinks from a cup.

InfantToddler

Language

Hearing and Understanding

Can identify various body parts (by pointing).

InfantToddler

Language

Hearing and Understanding

Can comply with simple requests containing action and object (e.g., “Fetch the toy; Hold my hand”).

InfantToddler

Language

Hearing and Understanding

Listens with interest to stories and rhymes.

InfantToddler

Language

Hearing and Understanding

Can identify objects in pictures and books (by pointing).

InfantToddler

Language

Speaking

Constantly increases vocabulary using new words every month.

w

ie

InfantToddler

24-36 mo.

ID

93

94

95

96

97

98

99

100

101

C

92

103

104

y op •

102

Infant-Toddler

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Montessori Foundation Curriculum Scope and Sequence - Toddlers: Age 12 months to 3 Years The following developmental milestones and educational goals will normally be met over the course of a Montessori Toddler program for children 12 months to 3 years-old Area

Strand

Lesson/Material

InfantToddler

Language

12-18 18-24 mo. mo.

Curriculum Element

Speaking

Uses one- or two-word questions.

Pr InfantToddler

Language

Speaking

Strings words together to communicate more complex ideas (e.g., “More juice; Mommy go”).

InfantToddler

Language

Speaking

Uses more consonant sounds at the beginning of words and enunciates them more clearly.

24-36 mo.

ID

105

106

107

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ie

ev

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Pr

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Curriculum Scope & Sequence

Montessori THE

Pr

FOUNDATION

The Practical Life Curriculum

ev

Developing new skills that will enable us to live full and productive lives is something that all of us encounter throughout the years. It’s not just a process for the very young.

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Competence, independence, willingness to embrace the challenges of change are, quite possibly, the most important building blocks of the Montessori Method. These skills will enable children to thrive – and not just survive – in their lives. We can help our children learn to read, do math, and understand science, but how can we prepare them for the changes, life experiences, and new technology they will face throughout their lifetime, when we can’t even begin to imagine what the future will hold? And so, in Montessori, we provide opportunities to help our children learn these skills at the most basic level: Practical Life.

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Montessori provides a safe environment to experiment and learn without fear of embarrassment or reprimand. The ‘oops factor’ is an expected, and necessary, part of the process. As adults, we know how tempting it is to play it safe and only do what we know how to do well. It takes

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Shoelaces learn to be tied; however, knots do happen. Liquids get spilled during pouring. Spooning exercises might run amok at the beginning with beans or marbles strewn on the floor. But that’s OK in a Montessori classroom. It’s not failure; it’s an opportunity to practice and refine skills, while taking responsibility for restoring order and caring for the classroom environment.

courage and self-confidence to risk the awkwardness of trying something new: whether it’s pouring water from a childsized pitcher or learning to play tennis as an adult. One outcome of Montessori education for former students is their ongoing willingness to adapt to change, while pursuing new ideas and new ventures. They understand that it is not always possible to be the best at everything when they first begin, but, when they are able to measure their efforts against their own sense of self, instead of looking for validation from others, there is a greater internal satisfaction and joy in their progress and accomplishment.

Understanding the Scope and Sequence Code ...

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Sensorial Curriculum. 2

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

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Montessori does not organize curriculum by the grade level at which topics are to be taught. We assume that children learn at different paces and learn best in different ways. In most cases, students in Montessori programs will work on any given skill or concept over several years. We introduce students to new lessons as soon as they seem to be ready. Likewise, we have a plan of what Montessori students ought to learn and the age/grade levels at which which we expect mastery from most students.

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Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts and skills (Strands) and the sequence in which they will be taught. In our Curriculum Scope and Sequence, to the right of the list of curriculum elements, we use a series of vertical columns to represent a given span of ages or grades. We use large dots to indicate the age or grade levels at which we anticipate a given lesson will be presented. Since we do not follow a grade-by-grade curriculum, the age or grade when a child will actually be ready to begin work depends on his or her developmental readiness. Our Dot Code is simply a guideline for Montessori educators.

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When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which is repeated at each Montessori three-year program cycle. The color coding makes it somewhat easier to see at which age/grade levels we anticipate children will work on concepts or skills. Normally, students return to work many times over two years or longer before they truly understand what they have studied and retain it over time.

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C As you can see by the example above, we expect that the two Math skills shown (items number 25 and 26) will normally be introduced at age four, and we anticipate that children will continue to work on them over the following year. The “R” shown in the 1st-grade column indicates that we suggest that the teachers ought to review and re-test to see if the child still understands the concept or skill. In some case the symbol “I” is used to indicate that a child should be given a first introduction to a concept or skill at a given age/grade level. Students often work on some concepts and skills over the course of several years. The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Curriculum Element

Practical Life Control of Movement

Carrying, fetching, and using essential classroom items

Carries, unrolls, and rolls a rug.

Practical Life Control of Movement

Carrying, fetching, and using essential classroom items

Works on a rug.

Practical Life Control of Movement

Carrying, fetching, and using essential classroom items

Handles delicate objects with care and precision.

Practical Life Control of Movement

Carrying, fetching, and using essential classroom items

Returns materials to correct place in environment.

••••

5

Practical Life Control of Movement

Carrying, fetching, and using essential classroom items

Walks slowly and calmly.

••••

6

Practical Life Control of Movement

Carrying, fetching, and using essential classroom items

Walks avoiding people and objects.

••••

7

Practical Life Control of Movement

Carrying, fetching, and using essential classroom items

Walks carrying a tray with an object on it without dropping or spilling contents.

••••

8

Practical Life Control of Movement

Carrying, fetching, and using essential classroom items

Lifts and puts down a chair quietly and with control.

••••

9

Practical Life Control of Movement

Carrying, fetching, and using essential classroom items

Carries a chair carefully without bumping into people or furniture.

••••

10

Practical Life Control of Movement

Carrying, fetching, and using essential classroom items

Sits on a chair, upright, with feet on floor.

••••

11

Practical Life Control of Movement

Carrying, fetching, and using essential classroom items

Lifts, carries and puts down a table together with another person.

••••

12

Practical Life Control of Movement

Carrying, fetching, and using essential classroom items

Opens and closes a faucet/tap.

••••

13

Practical Life Control of Movement

Carrying, fetching, and using essential classroom items

Fetches water in a pail.

••••

14

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Curriculum Element

Practical Life Control of Movement

Opening and closing

Opens and shuts various latches on frames.

••••

15

Practical Life Control of Movement

Opening and closing

Matches nuts and bolts.

••••

16

Practical Life Control of Movement

Opening and closing

Matches keys and locks.

••••

17

Practical Life Control of Movement

Opening and closing

Opens and closes boxes.

••••

18

Practical Life Control of Movement

Opening and closing

Opens and closes tins and jars.

••••

19

Practical Life Control of Movement

Opening and closing

Opens and closes bottles.

••••

20

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Pours dry ingredients from one pitcher to another.

•••

21

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Pours water between two identical pitchers.

•••

22

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Pours water from one large pitcher into two smaller identical pitchers.

•••

23

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Pours water from one large container into two different-sized containers.

•••

24

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Pours water to a specified level in a graduated container.

•••

25

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Pours water through a funnel into a narrow- necked container.

•••

26

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Sieves dry ingredients to separate: example, rice and flour.

•••

27

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Curriculum Element

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Uses a spoon to transfer dry ingredients from one container to another.

•••

28

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Uses a spoon to transfer liquid from one container to another.

•••

29

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Transfers water using a baster.

•••

30

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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ID #

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Transfers water one drop at a time using a dropper or pipette.

•••

31

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Uses tongs to transfer items from one container to another.

•••

32

ie Pouring, transferring, and other basic movements

Uses hand whisk to create bubbles in water and soap mixture.

•••

33

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Hammers using Hammer Boards.

•••

34

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Assembles a flashlight.

•••

35

Practical Life Control of Movement

Fine-motor skills/dexterity

Lifts small items with tweezers: (example: dry peas) /pincer grip.

••••

36

Practical Life Control of Movement

Fine-motor skills/dexterity

Uses fingers and moves them individually in various combinations appropriate to object being manipulated.

••••

37

Practical Life Control of Movement

Fine-motor skills/dexterity

Uses precise movements of fingers for various activities.

••••

38

Practical Life Control of Movement

Fine-motor skills/dexterity

Uses precise movements of fingers to control a pencil for writing.

••••

39

Practical Life Control of Movement

Fine-motor skills/dexterity

Uses correct pincer grip when grasping a pencil.

••••

40

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Curriculum Element

Practical Life Control of Movement

Fine-motor skills/dexterity

Holds scissors correctly and uses small movements of thumb and middle fingers to control the opening and closing of the blades.

••••

41

Practical Life Control of Movement

Refine movement: Gross motor

Walks around a maze built from the Red Rods without touching.

••••

42

Practical Life Control of Movement

Refine movement: Gross motor

Walks around furniture without bumping.

••••

43

Practical Life Control of Movement

Refine movement: Gross motor

Ascends and descends stairs safely and gracefully.

••••

44

Practical Life Control of Movement

Refine movement: open and shut

Opens and shuts all doors and gates, showing awareness of safety implications, checking that all doors and gates are securely latched when necessary.

•••

45

Practical Life Control of Movement

Refine movement: open and shut

Opens and shuts classroom door.

••••

46

Practical Life Control of Movement

Refine movement: Silence

Is silent for brief period during introduction to Silence Game.

••••

47

Practical Life Control of Movement

Refine movement: Silence

Is able to remain silent in relaxed position.

••••

48

Practical Life Control of Movement

Refine movement: Silence

Is able to be silent in response to a signal.

••••

49

Practical Life Control of Movement

Refine movement: Silence

Maintains silence, then responds to name when whispered.

••••

50

Practical Life Control of Movement

Refine movement: Silence

Maintains silence, then acts on commands given in whisper.

••••

51

Practical Life Control of Movement

Refine movement: Silence

Watches someone work, in silence, without touching.

••••

52

Practical Life Control of Movement

Refine movement: Silence

Voluntarily chooses to be silent alone or with a small group.

••••

53

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Practical Life Control of Movement

Refine movement: The line

Walks on the line.

Practical Life Control of Movement

Refine movement: The line

Walks on the line - heel to toe.

Practical Life Control of Movement

Refine movement: The line

Practical Life Control of Movement

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

54

••••

55

Walks on the line with hands at sides.

••••

56

Refine movement: The line

Walks on the line, hands at sides, head erect.

••••

57

Practical Life Control of Movement

Refine movement: The line

Walks on the line carrying an object in one hand. (e.g., Pink Tower cubes).

••••

58

Practical Life Control of Movement

Refine movement: The line

Walks on the line carrying an object in two hands (e.g., a tray).

••••

59

Practical Life Control of Movement

Refine movement: The line

Walks on the line carrying a bell without ringing it.

••••

60

Practical Life Control of Movement

Refine movement: The line

Walks on the line carrying a pendulum without swinging it.

••••

61

Practical Life Control of Movement

Refine movement: The line

Walks on the line carrying a glass filled to the brim with water.

••••

62

Practical Life Control of Movement

Refine movement: The line

Walks on the line, adjusting tempo to that of group.

••••

63

Practical Life Control of Movement

Refine movement: The line

Walks on line in step with rhythms played on an instrument.

••••

64

Practical Life Control of Movement

Refine movement: The line

Walks on a balance beam or low wall.

••••

65

Practical Life Control of Movement

Making choices

Makes choices showing an ability to suppress impulse and follow guidance.

••••

66

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Practical Life Care of Person

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Practical Life Care of Person

Practical Life Care of Person

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Preliminary care of Places own bag in correct cubby. possessions

••••

68

Preliminary care of Keeps cubby tidy. possessions

••••

69

Preliminary care of Hangs coat on hook or hanger. possessions

••••

70

Preliminary care of Packs a lunch box. possessions

••••

71

Preliminary care of Pairs and rolls socks. possessions

72

Practical Life Care of Person

Preliminary hygiene Uses bathroom under supervision.

•••

73

Practical Life Care of Person

Practical Life Care of Person

Practical Life Care of Person

•••

74

••••

75

••••

76

Preliminary hygiene Uses toilet paper (judges correct quantity) and flushes.

••••

77

Preliminary hygiene Replaces toilet-paper roll when necessary.

••••

78

Preliminary hygiene Covers mouth when coughing or sneezing.

••••

79

Preliminary hygiene Lifts seat when using toilet (boys). Preliminary hygiene Flushes toilet after use.

Practical Life

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Practical Life Care of Person

Preliminary hygiene Uses bathroom unsupervised.

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Practical Life Care of Person

6th

Preliminary care of Carries bag to cubby. possessions

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Practical Life Care of Person

Lesson/Material

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Practical Life Care of Person

Practical Life Care of Person

Practical Life Care of Person

Practical Life Care of Person

Care of possessions: Packs a suitcase. additional

••••

81

Care of possessions: Polishes shoes. additional

••••

82

Dressing Frames

Opens and closes Velcro fastening on Dressing Frame.

•••

83

Opens and closes snappers on Dressing Frame.

•••

84

Opens and closes zippers on Dressing Frame.

•••

85

Opens and closes buttons on Dressing Frame.

•••

86

Opens and closes hooks & eyes on Dressing Frame.

•••

87

Opens and closes buckles on Dressing Frame.

•••

88

Unties and ties bows on Dressing Frame.

•••

89

Unties and ties laces on Dressing Frame.

•••

90

Opens and closes safety pins on Dressing Frame.

•••

91

Puts on socks without assistance.

•••

92

Dressing Frames

Dressing Frames

Practical Life Care of Person

Practical Life Care of Person

Practical Life Care of Person

Dressing Frames

Dressing Frames

Dressing Frames

Dressing Frames

Everyday Dressing of Oneself

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Dressing Frames

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Practical Life Care of Person

Dressing Frames

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Practical Life Care of Person

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Preliminary hygiene Washes hands after using the toilet, handling classroom pet, gardening, playing outside, and before preparing food or eating.

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Curriculum Element

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Everyday Dressing of Oneself

Puts on jacket without assistance.

Everyday Dressing of Oneself

Practical Life Care of Person

Practical Life Care of Person

Practical Life Care of Person

Practical Life Care of Person

Practical Life Care of Person

•••

94

Everyday Dressing of Oneself

Puts on shoes (Velcro or no fastener) without assistance.

•••

95

Everyday Dressing of Oneself

Puts on shoes (ties laces) without assistance.

••

96

Everyday Dressing of Oneself

Changes from outside to inside shoes without assistance.

•••

97

Everyday Dressing of Oneself

Puts on trousers without assistance.

•••

98

Everyday Dressing of Oneself

Puts on an apron without assistance.

•••

99

Dressing

•••

100

Practical Life Care of Person

Practical Life Care of Person

Dressing

Grooming

Grooming

Grooming

Manages all own dressing/changing needs without assistance.

•••

101

•••

102

Sensitizes fingers for Sensorial activities.

••••

103

Washes own hands and nails, and applies hand-cream (full activity).

••••

104

Cares for own nails.

••••

105

Helps other children with dressing/changing needs.

Practical Life

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Practical Life Care of Person

Dressing

Puts on gloves and mittens without assistance.

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Practical Life Care of Person

ID #

Puts on a sweater without assistance.

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Practical Life Care of Person

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Curriculum Element

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Lesson/Material

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Practical Life Care of Person

Curriculum Element

Grooming

Brushes and combs own hair.

Grooming

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Lesson/Material

Practical Life Care of Person

Grooming

Practical Life Care of Person

Grooming

Practical Life Care of Person

Braids/plaits nylon cords using Braiding Activity.

•••

107

Braids/plaits hair (own, other child, or hairdresser's dummy).

•••

108

Uses a clothes brush to remove lint from coat.

•••

109

Chooses appropriate clothing for various types of outings, as is age appropriate.

••••

110

•••

111

•••

112

Cleans a wound (minor cut or graze) on self or another.

••••

113

Puts a Band-Aid™ on a wound (minor cut or graze on self or another).

••••

114

Asks for help when caring for an injured person.

••••

115

Shows empathy and consideration for an injured person.

••••

116

Takes temperature using a safety thermometer.

••••

117

Is aware of dangers of touching blood; uses latex gloves whenever helping an injured person.

••••

118

Performs manicure on another.

Practical Life Care of Person

Practical Life Care of Person

Practical Life Care of person

First aid

First aid

First aid

First aid

Practical Life

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First aid

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Practical Life Care of Person

First aid

Is aware of and takes pride in own appearance, appropriate to circumstance and occasion.

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Practical Life Care of Person

Grooming

ID #

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Grooming

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Practical Life Care of Person

Grooming

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Practical Life Care of Person

Curriculum Element

First aid

Cares for a bug bite or sting.

Hygiene other

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Practical Life Care of Person

Lesson/Material

Practical Life Care of Person

Brushes own teeth after meals.

Displays an understanding of necessity for hygiene in classroom and public contexts.

Safety: Crossing the Waits to be accompanied by an road adult or much older child before crossing a street.

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Practical Life Care of Person

Hygiene other

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Practical Life Care of Person

Practical Life Care of Person

Practical Life Care of Person

Practical Life Care of Person

Practical Life Care of Person

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120

•••

121

•••

122

•••

123

Safety: Crossing the Safely escorts younger child road across street.

•••

124

Safety: General safety and security

Chooses appropriate clothing for varied weather conditions and safety considerations when going out.

•••

125

Understands and respects school security protocols.

••••

126

Displays an awareness of the dangers inherent in speaking to strangers.

••••

127

Applies sunscreen, when prompted, before going outside.

•••

128

Applies sunscreen, when unprompted, before going outside.

••••

129

•••

130

•••

131

Safety: General safety and security Safety: General safety and security Safety: Sun sense

Safety: Sun sense

Safety: Sun sense

Safety: Sun sense

Wears sun hat or cap when going outside. Displays an understanding of the dangers of going out in the sun without adequate protection.

Practical Life

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Safety: Crossing the Is able to safely cross a street road unaccompanied.

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Practical Life Care of Person

Curriculum Element

Safety: Tools and utensils

Uses goggles & gloves, when appropriate, for safety reasons when engaging in woodwork and science projects.

••••

132

Safety: Tools and utensils

Carries a knife, pair of scissors, pencil, or other sharp object safely.

••••

133

Safety: Tools and utensils

Passes a knife, pair of scissors, pencil, or other sharp object safely.

••••

134

Safety: Tools and utensils

Handles potentially dangerous objects safely, under ageappropriate supervision.

••••

135

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Practical Life Care of Person

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Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Preliminary care of Sweeps dry beans on tray using environment small brush and pan.

•••

136

Practical Life Care of Environment

Preliminary care of Dusts an object. environment

•••

137

Practical Life Care of Environment

Preliminary care of Clamps clothespins, using environment Clothespin Activity.

•••

138

Practical Life Care of Environment

Preliminary care of Folds napkins along lines, using environment Folding Activity.

•••

139

Practical Life Care of Environment

Preliminary care of Wipes a water spill with a cloth. environment

•••

140

Practical Life Care of Environment

Preliminary care of Squeezes a sponge, using environment Sponging Activity.

•••

141

Practical Life Care of Environment

Preliminary care of Transfers water, using a Sponging environment Activity.

•••

142

Practical Life Care of Environment

Preliminary care of Rolls napkins and places in environment napkin rings, using NapkinRolling Activity.

•••

143

Practical Life Care of Environment

Preliminary care of Sweeps sawdust or beans as environment demonstrated.

•••

144

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Curriculum Element

Practical Life Care of Environment

Tidying

Folds napkins from laundry and tidies away.

••••

145

Practical Life Care of Environment

Tidying

Uses classroom recycling bins correctly.

••••

146

Practical Life Care of Environment

Tidying

Hangs a towel on a hook.

••••

147

Practical Life Care of Environment

Tidying

••••

148

Practical Life Care of Environment

Tidying

••••

149

Practical Life Care of Environment

Tidying

Opens and closes classroom curtains and blinds.

••••

150

Practical Life Care of Environment

Tidying

Empties classroom waste bin.

••••

151

Practical Life Care of Environment

Polishing & dusting Dusts a shelf.

••••

152

Practical Life Care of Environment

Polishing & dusting Polishes wood.

•••

153

Practical Life Care of Environment

Polishing & dusting Polishes metals.

••••

154

Practical Life Care of Environment

Polishing & dusting Polishes mirror or glass.

••••

155

Practical Life Care of Environment

Polishing & dusting Determines appropriate cleaning materials and methods for different objects.

•••

156

Practical Life Care of Environment

Care of dishes and cooking utensils

••••

157

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Folds classroom clothes.

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Tidies shelves.

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Washes crockery (plates, cups, etc.).

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Practical Life Care of Environment

Care of dishes and cooking utensils

Washes silverware/cutlery.

Practical Life Care of Environment

Care of dishes and cooking utensils

Washes glasses.

Practical Life Care of Environment

Care of dishes and cooking utensils

Washes china.

Practical Life Care of Environment

Care of dishes and cooking utensils

Washes pots and pans.

Practical Life Care of Environment

Care of dishes and cooking utensils

Washes mixed dishes.

Practical Life Care of Environment

Care of dishes and cooking utensils

Sorts silverware/cutlery.

Practical Life Care of Environment

Care of dishes and cooking utensils

Stacks dishes.

Practical Life Care of Environment

Care of dishes and cooking utensils

Practical Life Care of Environment

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

158

••••

159

••••

160

••••

161

••••

162

••••

163

••••

164

Washes a mixed collection of dishes.

••••

165

Care of dishes and cooking utensils

Washes and dries stainless steel sink.

••••

166

Practical Life Care of Environment

Care of dishes and cooking utensils

Loads, sets, and unloads dishwasher.

•••••

167

Practical Life Care of Environment

Care of indoor plants

Waters indoor plants.

••••

168

Practical Life Care of Environment

Care of indoor plants

Polishes plant leaves.

••••

169

Practical Life Care of Environment

Care of indoor plants

Repots indoor plants.

••••

170

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••••

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Practical Life

Page 13

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Practical Life Care of Environment

Care of surfaces

Washes a waterproof surface.

Practical Life Care of Environment

Care of surfaces

Practical Life Care of Environment

Care of surfaces

Practical Life Care of Environment

Care of surfaces

Practical Life Care of Environment

Care of surfaces

Practical Life Care of Environment

Care of surfaces

Practical Life Care of Environment

Care of surfaces

Practical Life Care of Environment Practical Life Care of Environment

Care of surfaces

Practical Life Care of Environment

Care of surfaces

Practical Life Care of Environment

Care of surfaces

Practical Life Care of Environment

Care of surfaces

Practical Life Care of Environment

Care of surfaces

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

171

••••

172

Washes an unpainted surface/scrubs a table.

••••

173

Washes marks and scuffs from walls.

••••

174

Erases a chalkboard/white board.

••••

175

ie

••••

176

••••

177

Care of surfaces

Sweeps classroom floor when necessary.

••••

178

Washes a vinyl floor.

••••

179

••••

180

Sweeps carpet with carpet sweeper.

••••

181

Vacuums carpet.

••••

182

••••

183

Mops (dusts) a dry floor.

ev

Pr

••••

Empties carpet sweeper.

Wipes a large water spill, wringing cloth into pail.

w Washes a glass surface.

Practical Life

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Mops a wet floor.

Page 14

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Curriculum Element

Practical Life Care of Environment

Care of surfaces

Wipes feet on doormat when entering a building.

••••

184

Practical Life Care of Environment

Care of surfaces

Uses a shoe scraper.

••••

185

Practical Life Care of Environment

Decorating

••••

186

Practical Life Care of Environment

Decorating

••••

187

Practical Life Care of Environment

Decorating

Hangs wall decorations (pictures, clock, etc.).

••••

188

Practical Life Care of Environment

Laundry

Sorts and folds mixed, dry laundry, and returns to correct places in classroom.

••••

189

Practical Life Care of Environment

Laundry

Hangs wet towels and cloths out to dry.

••••

190

Practical Life Care of Environment

Laundry

••••

191

Practical Life Care of Environment

Laundry

••••

192

Practical Life Care of Environment

Laundry

•••

193

Practical Life Care of Environment

Laundry

Rinses clothes that have been washed.

••••

194

Practical Life Care of Environment

Laundry

Hangs washed items out to dry.

••••

195

Practical Life Care of Environment

Laundry

•••

196

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Arranges flowers for classroom.

Cuts flowers for arranging.

w

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Pr

Lesson/Material

Hand-washes classroom cloths.

Sorts classroom cloths for washing.

C

Washes classroom cloths in machine.

Practical Life

ID #

y op

Irons cloths.

6th

Page 15

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Practical Life Care of Environment

Care of animal

Helps to care for classroom pets.

Practical Life Care of Environment

Care of animal

Practical Life Care of Environment

Care of animal

Practical Life Care of Environment

Care of animal

Practical Life Care of Environment

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

197

Holds classroom pet appropriately.

••••

198

Provides fresh water for classroom pet.

••••

199

Feeds classroom pets.

••••

200

Care of playground Picks up playground toys and toys stores correctly.

••••

201

Practical Life Care of Environment

Care of playground Cleans playground toys and other toys equipment.

202

Practical Life Care of Environment

ie

••••

Care of playground Notices and alerts staff when toys playground equipment needs repair.

•••

203

Practical Life Care of Environment

Care of wildlife

••••

204

Practical Life Care of Environment

Care of wildlife

••••

205

Practical Life Care of Environment

Care of wildlife

••••

206

Practical Life Care of Environment

Gardening

••••

207

Practical Life Care of Environment

Gardening

Waters the garden using a watering can - demarcated area.

••••

208

Practical Life Care of Environment

Gardening

Spreads mulch in garden.

••••

209

ev

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w Fills bird feeder.

Fills birdbath.

Practical Life

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Digs garden beds.

C

Cleans birdbath.

Page 16

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Curriculum Element

Practical Life Care of Environment

Gardening

Harvests fruit or vegetable crops as indicated by adult or older child.

••••

210

Practical Life Care of Environment

Gardening

Hoes garden beds.

••••

211

Practical Life Care of Environment

Gardening

••••

212

Practical Life Care of Environment

Gardening

Plants seedlings in small garden beds.

••••

213

Practical Life Care of Environment

Gardening

Plants seeds in small garden beds.

••••

214

Practical Life Care of Environment

Gardening

••••

215

Practical Life Care of Environment

Gardening

••••

216

Practical Life Care of Environment

Gardening

Picks up litter, discerning what is litter, and appropriate disposal.

••••

217

Practical Life Care of Environment

Gardening

Sweeps outside spaces (e.g., pathways or deck).

••••

218

Practical Life Care of Environment

Gardening

••••

219

Practical Life Care of Environment

Gardening

Waters the garden using a watering can - unlimited area.

•••

220

Practical Life Care of Environment

Gardening

Harvests fruit or vegetable crops from garden, displaying understanding of when fruits/vegetables are ripe.

•••

221

Practical Life Care of Environment

Gardening

Waters the garden using a hose pipe - demarcated area.

•••

222

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Prepares soil for planting.

ev

Pr

Lesson/Material

ie

Rakes lawn or beds.

Removes weeds identified by adult or older child.

w

C

Pushes a wheel barrow containing garden waste.

6th

ID #

y op

Practical Life

Page 17

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Curriculum Element

Practical Life Care of Environment

Gardening

Waters the garden as required, displaying judgment as to water needs of various plants.

•••

223

Practical Life Care of Environment

Gardening

Identifies weeds and alien plants in school garden and understands why they are a problem.

•••

224

Practical Life Care of Environment

Names and use of Verbalizes (and follows) plants & animals in fundamental safety rules garden regarding eating of plants: “Don’t eat any plant material unless you know exactly what it is and have been told by an adult that it is safe to eat.”

••••

225

Practical Life Care of Environment

Names and use of Identifies herbs in school garden plants & animals in and understands their use. garden

••••

226

Practical Life Care of Environment

Names and use of Identifies other plants in school plants & animals in garden and understands their use. garden

••••

227

Practical Life Care of Environment

Names and use of Identifies fruits and vegetables in plants & animals in school garden and understands garden their use.

••••

228

Practical Life Care of Environment

Names and use of Identifies various insects found in plants & animals in school garden and understands garden their role.

••••

229

Practical Life Care of Environment

Names and use of Identifies indigenous plants in the plants & animals in school garden and understands garden how to preserve them.

•••

230

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

w

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Pr

Lesson/Material

Practical Life Classroom Skills Library and media

Practical Life Classroom Skills Library and media

Practical Life Classroom Skills Library and media

ID #

Handles books carefully, turning pages in a way that will not cause damage.

••••

231

Arranges books neatly on shelf.

••••

232

Returns book to shelf, moving other books in order to replace it.

••••

233

Handles CDs and DVDs carefully, not touching surface.

••••

234

Plays CDs and DVDs.

••••

235

Practical Life

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Practical Life Classroom Skills Library and media

C

Practical Life Classroom Skills Library and media

6th

Page 18

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Practical Life Classroom Skills Library and media

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

•••

236

Practical Life Classroom Skills Materials and stationery

Sharpens pencils when necessary.

••••

237

Practical Life Classroom Skills Materials and stationery

Handles scissors effectively and safely.

••••

238

Practical Life Classroom Skills Materials and stationery

Uses paper clips or bulldog clips effectively and appropriately.

••••

239

Practical Life Classroom Skills Materials and stationery

Uses a stapler effectively and appropriately.

••••

240

Practical Life Classroom Skills Materials and stationery

Uses tape effectively and appropriately.

••••

241

Practical Life Classroom Skills Materials and stationery

Uses glue or paste effectively and appropriately.

••••

242

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Arranges books on the shelf: according to Dewey, alphabetical, or some other classification.

Puts a rubber band around a stack of cards.

••••

243

Practical Life Classroom Skills Materials and stationery

Refills stapler.

••••

244

Practical Life Meals and Food Classroom snack or Sets table for informal Preparation lunch meal/snack.

••••

245

Practical Life Meals and Food Classroom snack or Follows procedures for individual Preparation lunch snack.

••••

246

Practical Life Meals and Food Classroom snack or Washes hands before preparing Preparation lunch food.

••••

247

Practical Life Meals and Food Classroom snack or Follows procedures for group Preparation lunch snack.

••••

248

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Practical Life Classroom Skills Materials and stationery

Practical Life

Page 19

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Curriculum Element

Practical Life Grace and Courtesy

Courtesy: General

Uses a quiet voice when appropriate.

••••

249

Practical Life Grace and Courtesy

Courtesy: General

Makes eye contact when speaking to someone.

••••

250

Practical Life Grace and Courtesy

Courtesy: General

Uses appropriate language when passing another in a doorway.

••••

251

Practical Life Grace and Courtesy

Courtesy: General

Uses appropriate language when asking for a turn.

••••

252

Practical Life Grace and Courtesy

Courtesy: General

Uses appropriate language when asking for something to be passed.

••••

253

Practical Life Grace and Courtesy

Courtesy: General

Waits for turn in various circumstances.

••••

254

Practical Life Grace and Courtesy

Courtesy: General

Makes a request using “please.”

••••

255

Practical Life Grace and Courtesy

Courtesy: General

••••

256

Practical Life Grace and Courtesy

Courtesy: General

••••

257

Practical Life Grace and Courtesy

Courtesy: General

••••

258

Practical Life Grace and Courtesy

Courtesy: General

••••

259

Practical Life Grace and Courtesy

Courtesy: General

••••

260

Practical Life Grace and Courtesy

Courtesy: General

••••

261

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

ev

Pr

Lesson/Material

ie

Area

w Politely refuses an offer.

Accepts “no” graciously when appropriate.

Asks for an item.

Asks to borrow something.

Gives way to another in a doorway.

Practical Life

ID #

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C

Picks something up for someone.

6th

Page 20

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Curriculum Element

Practical Life Grace and Courtesy

Courtesy: General

Holds a door to let someone pass.

••••

262

Practical Life Grace and Courtesy

Courtesy: General

Knocks on a door before entering.

••••

263

Practical Life Grace and Courtesy

Courtesy: General

Walks around a group.

••••

264

Practical Life Grace and Courtesy

Courtesy: General

••••

265

Practical Life Grace and Courtesy

Courtesy: General

Apologizes or expresses regret when appropriate.

••••

266

Practical Life Grace and Courtesy

Courtesy: General

Asks someone to pass something.

••••

267

Practical Life Grace and Courtesy

Courtesy: General

••••

268

Practical Life Grace and Courtesy

Courtesy: General

Asks for assistance when appropriate.

••••

269

Practical Life Grace and Courtesy

Courtesy: General

Writes informal notes in appropriate contexts.

•••

270

Practical Life Grace and Courtesy

Courtesy: General

Displays polite assertiveness when disagreeing with another person.

•••

271

Practical Life Grace and Courtesy

Courtesy: General

Expresses gratitude beyond ritual “thank you.”

•••

272

Practical Life Grace and Courtesy

Courtesy: General

Expresses needs clearly and assertively.

•••

273

Practical Life Grace and Courtesy

Courtesy: General

•••

274

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Covers mouth when yawning.

ie

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Lesson/Material

Displays respect for others’ workspace.

w Practical Life

ID #

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Owns responsibility and expresses regret.

6th

Page 21

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Practical Life Grace and Courtesy

Courtesy: General

Expresses own feelings.

Practical Life Grace and Courtesy

Greeting and introductions

Shakes hands in greeting.

Practical Life Grace and Courtesy

Greeting and introductions

Practical Life Grace and Courtesy

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

275

••••

276

Judges when to use formal or informal greeting.

••••

277

Greeting and introductions

Welcomes a guest.

••••

278

Practical Life Grace and Courtesy

Greeting and introductions

Introduces self to visitor or new child.

••••

279

Practical Life Grace and Courtesy

Greeting and introductions

Introduces others.

280

Practical Life Grace and Courtesy

ie

••••

Greeting and introductions

Remembers name of newly introduced person.

••••

281

Practical Life Grace and Courtesy

Greeting and introductions

••••

282

Practical Life Grace and Courtesy

Altruism, kindness, Displays spontaneous sharing. consideration

••••

283

Practical Life Grace and Courtesy

Altruism, kindness, Encourages another child or consideration adult.

••••

284

Practical Life Grace and Courtesy

Altruism, kindness, Compliments another child or consideration adult.

••••

285

Practical Life Grace and Courtesy

Altruism, kindness, Deals with meanness or conflict consideration assertively and politely.

••••

286

Practical Life Grace and Courtesy

Altruism, kindness, Avoids hurting feelings. consideration

•••

287

ev

Pr

•••

w Knows names of children in class.

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Practical Life

Page 22

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Etiquette in a group Responds appropriately to invitation to join a group.

••••

288

Practical Life Grace and Courtesy

Etiquette in a group Joins a group quietly without interrupting.

••••

289

Practical Life Grace and Courtesy

Etiquette in a group Interrupts politely and when necessary.

••••

290

Practical Life Grace and Courtesy

Etiquette in a group Asks permission to join a group.

••••

291

Practical Life Grace and Courtesy

Etiquette in a group Sits in group.

••••

292

Practical Life Grace and Courtesy

Etiquette in a group Asks to be excused.

••••

293

Practical Life Grace and Courtesy

Etiquette in a group Asks to speak, or waits for turn to speak, as appropriate to context.

•••

294

Practical Life Grace and Courtesy

Etiquette in a group Listens with respect while others speak.

••••

295

Practical Life Grace and Courtesy

Etiquette in a group Replies appropriately to others in a group.

••••

296

Practical Life Grace and Courtesy

Etiquette in a group Shares ideas and feelings as appropriate.

••••

297

Practical Life Grace and Courtesy

Etiquette in a group Demonstrates a sensibility to individual and cultural differences.

••••

298

Practical Life Grace and Courtesy

Etiquette in a group Stands in a queue.

••••

299

Practical Life Grace and Courtesy

Etiquette in a group Stops to listen when bell rings/announcement made.

••••

300

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Practical Life Grace and Courtesy

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Practical Life

Page 23

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Etiquette in a group Participates in conflict resolution processes.

Practical Life Grace and Courtesy

Etiquette in a group Makes requests.

Practical Life Grace and Courtesy

Etiquette in a group Participates in discussion.

Practical Life Grace and Courtesy

Etiquette in a group Questions new suggestions.

Practical Life Grace and Courtesy

Etiquette: Meals

Practical Life Grace and Courtesy

Etiquette: Meals

Practical Life Grace and Courtesy

Etiquette: Meals

Practical Life Grace and Courtesy Practical Life Grace and Courtesy

Etiquette: Meals

Practical Life Grace and Courtesy

Etiquette: Meals

Practical Life Grace and Courtesy

Etiquette: Meals

Practical Life Grace and Courtesy

Etiquette: Meals

Practical Life Grace and Courtesy

Etiquette: Meals

ID #

301

••••

302

••••

303

••••

304

Waits for everyone to be seated at mealtime.

••••

305

Folds crumbs into a napkin.

••••

306

••••

307

Etiquette: Meals

Conducts pleasant conversation at table.

••••

308

Cleans a spill at table.

••••

309

•••���

310

Politely asks for food to be passed.

••••

311

Politely refuses an offer of food.

••••

312

••••

313

ev

Pr

•••

ie

Practical Life Grace and Courtesy

6th

Cleans own place before leaving the table.

w Asks to be excused from table.

Practical Life

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Offers food to another.

Page 24

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Curriculum Element

Practical Life Grace and Courtesy

Etiquette: Meals

Chews with mouth closed while eating.

••••

314

Practical Life Grace and Courtesy

Etiquette: Meals

Serves others at mealtime.

••••

315

Practical Life Grace and Courtesy

Etiquette: Meals

••••

316

Practical Life Care of Environment

Care of playground Actively participates in and sports maintenance of outdoor play and equipment sports areas and equipment.

• • •

317

Practical Life Care of Environment

Care of playground Collaborates with staff in and sports planning and implementing equipment protocols for playground safety.

• • •

318

Practical Life Care of Environment

Care of classroom

••••• • •

319

Practical Life Care of Environment

Care of classroom

•• • •

320

Practical Life Care of Environment

Care of classroom

Actively participates in maintaining floor surfaces by using appropriate methods.

••••• • •

321

Practical Life Care of Environment

Care of classroom

Actively participates in using a washing machine and tumble dryer to maintain classroom items.

••••• • •

322

Practical Life Care of Environment

Care of classroom

Actively participates in sanitizing dishes or loading and operating a dishwasher.

••••• • •

323

Practical Life Care of Environment

Care of classroom

Utilizes a variety of tools and skills to actively participate in maintenance of the classroom materials on the shelves.

••••• • •

324

Practical Life Care of Environment

Care of classroom

Actively participates in monitoring personal property and classroom property for neatness.

••••• • •

325

Practical Life Care of Environment

Care of classroom

Actively participates in maintaining community supplies.

••••• • •

326

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Waits for turn and helps self in buffet queue.

ev

Pr

Lesson/Material

ie

Utilizes a variety of tools and skills to actively participate in maintenance of furnishings in classroom.

w

Utilizes a variety of tools and skills to finish new furniture by sanding and applying appropriate finishes.

6th

ID #

y op

C

Practical Life

Page 25

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Practical Life Care of Environment

Care of classroom

Actively participates in conserving the classroom materials, such as paper, water, and so on.

Practical Life Care of Environment

Care of classroom

Practical Life Care of Environment

Care of classroom

Practical Life Care of Environment

Care of classroom

Practical Life Care of Environment

Care of classroom

Practical Life Care of Environment

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

327

••• • •

328

Actively participates in caring for domestic or non-domestic animals if appropriate.

••••• • •

329

Actively participates in caring for indoor plants.

••••• • •

330

Actively participates in arranging flowers for the classroom.

••••• • •

331

Care of outdoor environment

Uses a variety of tools and skills to actively participate in caring for the outside areas of the classroom.

332

Practical Life Care of Environment

ie

••••• • •

Care of outdoor environment

Uses a variety of tools and skills to actively participate in caring for the school campus.

••••• • •

333

Practical Life Care of Environment

Care of outdoor environment

Actively participates in the planting of a vegetable garden.

••••• • •

334

Practical Life Care of Environment

Care of outdoor environment

Actively participates in the planting of a wildlife-friendly garden.

••••• • •

335

Practical Life Care of Environment

Care of outdoor environment

Actively participates in the maintenance of classroom gardens.

••••• • •

336

Practical Life Care of Environment

Care of outdoor environment

Actively participates in harvesting of vegetables from classroom garden.

Practical Life Care of Environment

Care of outdoor environment

Uses a knowledge of organic and sustainable agriculture practices to maintain gardens.

Practical Life Personal Responsibility

Safety: General safety and security

Understands the dangers of using electrical implements and handles electrical tools and implements safely - while under adult supervision.

Uses a variety of skills to maintain classroom computers.

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••••• • •

337

••• • •

338

••••• • •

339

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Practical Life Personal Responsibility

Safety: General safety and security

Is aware of, and applies, safety protocols when using the internet as per school policy.

•• • •

340

Practical Life Personal Responsibility

Personal Grooming Participates in activities that pertain to personal grooming and hygiene.

••••• • •

341

Practical Life Personal Responsibility

Care of possessions Actively participates in maintaining clothing through proper hanging, brushing, mending, hemming, button sewing, shoe cleaning, and polishing.

••••• • •

342

Practical Life Personal Responsibility

Care of possessions Uses a pattern and cloth to make items by hand or by sewing machine.

••••• • •

343

Practical Life Personal Responsibility

Care of possessions Is able to take care of different fabrics and understands how to remove stains.

••••• • •

344

Practical Life Personal Responsibility

Care of possessions Understands that different social events have different dress expectations and is able to chose appropriate clothing for these occasions.

••••• • •

345

Practical Life Personal Responsibility

Care of possessions Is able to pack appropriately for a trip.

••••• • •

346

Practical Life Personal Responsibility

Care of possessions Is able to perform advanced firstaid techniques.

•• • •

347

Practical Life Personal Responsibility

Care of possessions Manages an allowance through a budget.

•• • •

348

• • •

349

Going Out: Formal Dines at restaurant, displaying meal at Restaurant appropriate manners and protocols: orders meal respectfully, maintains decorum in the setting.

•• • •

350

Going Out: Formal Researches and practices meal culturally appropriate etiquette for formal meal setting.

•• • •

351

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Practical Life Going Out

Practical Life

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Practical Life Classroom Practical application Catalogues new books and Skills: Library & Library skills assigns appropriate reference Media number /classification.

6th

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Practical Life Going Out

Curriculum Element

Going Out

Plans a trip for a small group.

Going Out

Pr

Practical Life Going Out

Lesson/Material

Practical Life Going Out

Going Out

Practical Life Going Out

Practical Life Going Out

Uses a street map to find destination.

•• • •

353

Uses GPS coordinates to find destination.

•• • •

354

Uses GPS to find destination from address.

•• • •

355

Phones to book an appointment in relation to the trip.

•• • •

356

••• • •

357

•• • •

358

Arranges transport in accordance with school’s protocols.

•• • •

359

Practical Life Going Out

Arranges for necessary indemnities from parents.

•• • •

360

Practical Life Going Out

Practical Life Going Out

Going Out

Going Out

Going Out

•• • •

361

Going Out

••• • •

362

Going Out

••• • •

363

Going Out

••••• • •

364

Arranges an appropriate time and date.

Makes a list of all requirements.

Calculates costs and arranges funds in accordance with school protocols. Arranges a small gift for host if appropriate. Thanks host after trip.

Practical Life

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Practical Life Going Out

Going Out

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Practical Life Going Out

Leaves a message for person to return call.

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Practical Life Going Out

Going Out

ID #

352

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Practical Life Going Out

Going Out

6th

•• • •

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Practical Life Going Out

Going Out

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Page 28

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Going Out

Advises all participants of pertinent facts, protocols, safety issues, and expected behavior during trip.

• • •

365

Arranges for chaperone where appropriate.

• • •

366

••••• • •

367

• • •

368

Practical Life Meals and Food Practical Is able to use and maintain a Prep application: Kitchen variety of kitchen appliances. appliances

••• • •

369

Practical Life Meals and Food Practical Prep application: Cooking skills

Plans meals with an understanding of a balanced diet.

••• • •

370

Practical Life Meals and Food Practical Prep application: Cooking skills

Plans different menus for breakfast, lunch, dinner, and special occasions and holidays.

•• • •

371

Practical Life Meals and Food Practical Prep application: Cooking skills

Follows recipes for food preparation.

••• • •

372

Practical Life Meals and Food Practical Prep application: Cooking skills

Develops a knowledge of different ingredients, such as the different varieties of flour, herbs, and seasonings.

•• • •

373

Practical Life Meals and Food Practical Prep application: Cooking skills

Reads food labels and understands the significance of the different line items.

•• • •

374

Practical Life Meals and Food Practical Prep application: Cooking skills

Prepares a grocery shopping list.

Practical Life Meals and Food Practical Prep application: Cooking skills Practical Life Meals and Food Practical Prep application: Cooking skills

Practical Life Going Out

Going Out

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Practical Life Going Out

Practical Life Going Out

Takes part in trip planned by another person.

Going Out

Draws up an emergency plan in respect of trip.

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Going Out

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

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C

••• • •

375

Measures accurately in both liquid and dry ingredients, using appropriate measuring tools.

••• • •

376

Sets up appropriately for a casual snack or lunch.

••• • •

377

Practical Life

Page 29

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Practical Life Meals and Food Practical Prep application: Cooking skills

Sets up appropriately for a formal meal.

Practical Life Meals and Food Practical Prep application: Cooking skills

6th

ID #

378

Serves people appropriately in either a formal or informal manner.

••• • •

379

Practical Life Meals and Food Practical Prep application: Cooking skills

Cleans up appropriately after food preparation and meals.

••• • •

380

Practical Life Meals and Food Practical Prep application: Cooking skills

Prepares a picnic basket for self and one or two others.

Practical Life Meals and Food Practical Prep application: Cooking skills

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Pr

•• • •

•••

381

Plans, budgets, and prepares picnic for groups.

•• • •

382

Practical Life Meals and Food Practical Prep application: Cooking skills

Plans, budgets, and prepares tea party for groups.

•• • •

383

Practical Life Meals and Food Practical Prep application: Measuring

Adapts quantities in recipes to increase or decrease number of servings in a recipe.

•• • •

384

Demonstrates belief in democratic process.

••••• • •

385

Initiates group discussions.

••••• • •

386

••• • •

387

••••• • •

388

••• • •

389

• • •

390

Practical Life Social Skills

Practical Life Social Skills

Practical Life Social Skills

R

Etiquette in a group: Meetings

Chairs a meeting according to method being used.

Etiquette in a group: Meetings

Follows rules of order depending on method being used.

Etiquette in a group: Meetings

Records minutes of meeting/acts as scribe - informal notes.

Etiquette in a group: Meetings

Records minutes of meeting/acts as scribe - formal minutes.

Practical Life

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Etiquette in a group: Meetings

R

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Practical Life Social Skills

Etiquette in a group: Meetings

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Practical Life Social Skills

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Practical Life Social Skills

Curriculum Element

Etiquette in a group: Meetings

Acts as time-keeper for meeting.

Etiquette in a group: Meetings

Draws up a meeting agenda.

Etiquette in a group: Meetings

Suggests agenda items.

Etiquette in a group: Meetings

Votes on matters in meeting.

Etiquette in a group: Meetings

Represents class in whole-school meetings.

Etiquette in a group: Meetings

Raises points of order.

Etiquette in a group: Meetings

Considers and suggests amendments to procedures.

Pr

Practical Life Social Skills

Lesson/Material

Practical Life Social Skills

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Practical Life Social Skills

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Practical Life Social Skills

Practical Life Social Skills

Practical Life Social Skills

Practical Life Social Skills

Practical Life Social Skills

Practical Life Social Skills

391

•• • •

392

••••• • •

393

••••• • •

394

••• • •

395

••••• • •

396

••••• • •

397

Etiquette in a group: Meetings

Participates in formulating classroom and school rules / guidelines and protocols.

••••• • •

398

Etiquette in a group: Meetings

Addresses chair in formal meeting.

••••• • •

399

Intrapersonal development

Makes responsible choices in varied contexts.

••••• • •

400

Intrapersonal development

Accepts responsibility for own behavior.

••••• • •

401

Intrapersonal development

Explains role of planning in solving problems.

•���••• • •

402

Intrapersonal development

Facilitates conflict-resolution processes.

••• • •

403

Practical Life

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ID #

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C

Practical Life Social Skills

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Practical Life Social Skills

Curriculum Element

Intrapersonal development

Participates as an audience member with respect and courtesy.

••••• • •

404

Intrapersonal development

Actively participates in upholding the classroom contract and encouraging others to do so.

••••• • •

405

Intrapersonal development

Actively participates in own work plan and develops according to teacher guidance and own selfinterests.

••••• • •

406

Intrapersonal development

Prioritizes time wisely to meet own and others' needs.

••••• • •

407

Intrapersonal development

Displays self-reliance when working independently.

••••• • •

408

Intrapersonal development

Follows through on commitments towards both work and others.

••••• • •

409

Intrapersonal development

Shows satisfaction in meaningful work.

••••• • •

410

Intrapersonal development

Respectfully justifies choices made in various contexts.

••••• • •

411

Uses an objective approach towards problem solving.

••••• • •

412

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Practical Life Social Skills

Lesson/Material

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Area

Practical Life Social Skills

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Practical Life Social Skills

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Practical Life Social Skills

Practical Life Social Skills

Practical Life Social Skills

Practical Life Social Skills

Practical Life Social Skills

Practical Life Social Skills

ID #

Intrapersonal development

Actively participates as a positive team player in small- or largegroup settings.

••••• • •

413

Intrapersonal development

Displays a commitment to ethical behavior.

••••• • •

414

Intrapersonal development

Positively influences others behavior.

••• • •

415

Intrapersonal development

Is able to reserve judgment about others no matter the circumstance.

••• • •

416

Practical Life

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Practical Life Social Skills

Lesson/Material

Curriculum Element

Intrapersonal development

Is able to change mind in light of new information.

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

••• • •

417

Development of Is able to work within expected organizational skills guidelines and does so appropriately.

••••• • •

418

Practical Life Time Management

Development of Is able to follow through on organizational skills directions given one on one.

••••• • •

419

Practical Life Time Management

Development of Is able to follow through on organizational skills directions given in a group.

••• • •

420

Practical Life Time Management

Development of Is able to work on a short-term organizational skills project and successfully complete the task, either individually or in a group.

••••• • •

421

Practical Life Time Management

Development of Is able to work on a long-term organizational skills project and successful complete the task, either individually or in a group.

••• • •

422

Practical Life Time Management

Development of Is able to design a project, organizational skills develop outcomes, and follow through appropriately.

• • •

423

Practical Life Time Management

Development of Is able to work independently and organizational skills plan entire week without any teacher direction.

• • •

424

Practical Life Time Management

Development of Is able to work successfully and organizational skills independently after meeting with teacher and having been given the exit outcomes for all subjects for the semester.

• • •

425

Practical Life How to Run a Business

Development of business acumen

Participates in the development of a business strategy to establish a small business.

•• • •

426

Practical Life How to Run a Business

Development of business acumen

Participates in the decisionmaking process regarding how profits might be used.

•• • •

427

Practical Life How to Run a Business

Development of business acumen

Participates in the development of a budget for a small business.

•• • •

428

Practical Life How to Run a Business

Development of business acumen

Participates in purchasing or developing products for a small business.

•• • •

429

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Curriculum Element

Practical Life How to Run a Business

Development of business acumen

Participates in the day-to-day operations of the business.

•• • •

430

Practical Life How to Run a Business

Development of business acumen

Participates in the reconciliation of account for the business.

•• • •

431

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

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Copyright 2012 The Montessori Foundation


Curriculum Scope & Sequence

Montessori THE

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FOUNDATION

The Sensorial Curriculum

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A child interacts with the physical world through her senses. From birth, she will look, listen, touch, taste, pick up, manipulate, and smell almost anything that comes into her grasp. At first, everything goes into the mouth. Gradually, she begins to explore each object’s weight, texture, and temperature. She may watch something that catches her attention, such as a butterfly, with infinite patience.

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The Sensorial curriculum is designed to help children focus their attention more carefully on the physical world, exploring with each of their senses the subtle variations in the properties of objects. At first, children may simply be asked to sort among a prepared series of objects that vary by only one aspect, such as height, length, or width. Other exercises challenge them to find identical pairs or focus on very different physical properties, such as aroma, taste, weight, shades of color, temperature, or sound. These exercises are essentially puzzles, and they tend to fascinate children, because they are just difficult enough to represent a meaningful challenge. Each has a built-in control of error that allows children who are observant to check their own work. The Sensorial exercises include lessons in vocabulary, as the children master the names of everything from sophisticated plane and solid geometric figures to the parts of familiar plants and animals. As the Inuit people of the Arctic demonstrate to us with their many different words for snow, we observe that, as the children learn the correct names for things, the objects themselves take on meaning and reality as the children learn to recognize and name them.

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Why is it so important to educate the young child’s senses? We certainly don’t believe that we can improve a child’s hearing or sight through training. However, we can help children to pay attention, to focus their awareness, and to learn how to observe and consider what comes into their experience. In a way, the Sensorial curriculum accomplishes something like a course in wine tasting or music appreciation; one learns to taste, smell, or hear what is experienced with a much deeper awareness and appreciation. These exercises can help children understand and appreciate their world more fully.

Understanding the Scope and Sequence Code ...

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Sensorial Curriculum . 2

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

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Montessori does not organize curriculum by the grade level at which topics are to be taught. We assume that children learn at different paces and learn best in different ways. In most cases, students in Montessori programs will work on any given skill or concept over several years. We introduce students to new lessons as soon as they seem to be ready. Likewise, we have a plan of what Montessori students ought to learn and the age/grade levels at which which we expect mastery from most students.

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Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts and skills (Strands) and the sequence in which they will be taught. In our Curriculum Scope and Sequence, to the right of the list of curriculum elements, we use a series of vertical columns to represent a given span of ages or grades. We use large dots to indicate the age or grade levels at which we anticipate a given lesson will be presented. Since we do not follow a grade-by-grade curriculum, the age or grade when a child will actually be ready to begin work depends on his or her developmental readiness. Our Dot Code is simply a guideline for Montessori educators.

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When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which is repeated at each Montessori three-year program cycle. The color coding makes it somewhat easier to see at which age/grade levels we anticipate children will work on concepts or skills. Normally, students return to work many times over two years or longer before they truly understand what they have studied and retain it over time.

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C As you can see by the example above, we expect that the two Math skills shown (items number 25 and 26) will normally be introduced at age four, and we anticipate that children will continue to work on them over the following year. The “R” shown in the 1st-grade column indicates that we suggest that the teachers ought to review and re-test to see if the child still understands the concept or skill. In some case the symbol “I” is used to indicate that a child should be given a first introduction to a concept or skill at a given age/grade level. Students often work on some concepts and skills over the course of several years. The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Sensorial

Discrimination of Size 1

Cylinder Blocks

Works with materials as presented, placing cylinders in correct sockets using visual and stereognostic sense: Block 1.

•••

1

Discrimination of Size 1

Cylinder Blocks

Places cylinders in correct sockets using visual and stereognostic sense: Block 2.

•••

2

Discrimination of Size 1

Cylinder Blocks

Works with materials as presented, placing cylinders in correct sockets using visual and stereognostic sense: Block 3.

•••

3

Works with materials as presented, placing cylinders in correct sockets using visual and stereognostic sense: Block 4.

•••

4

Works with any two blocks together, placing cylinders in correct sockets using visual and stereognostic sense.

•••

5

Works with any three blocks together, placing cylinders in correct sockets using visual and stereognostic sense.

•••

6

Works with all four blocks together, placing cylinders in correct sockets using visual and stereognostic sense.

•••

7

Combines and uses material in novel ways.

••

8

Combines and uses material in novel ways.

••

9

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Sensorial

Sensorial

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

Discrimination of Size 1

Cylinder Blocks

Discrimination of Size 1

Cylinder Blocks

Discrimination of Size 1

Cylinder Blocks

Discrimination of Size 1

Cylinder Blocks

Discrimination of Size 2

Pink Tower

Discrimination of Size 2

Pink Tower

Discrimination of Size 2

Pink Tower

Discrimination of Size 2

Pink Tower

ID #

Works with materials as presented, placing cubes in relation to one another to demonstrate visual discrimination of size in three dimensions.

•••

Uses smallest cube to indicate unit of difference.

•••

11

Combines and uses material in novel ways.

•••

12

Combines and uses material in novel ways.

•••

13

10

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Cylinder Blocks

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Sensorial

Discrimination of Size 1

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Discrimination of Size 1

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Sensorial

Page 1

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Sensorial

Discrimination of Size 2

Pink Tower: Language

Identifies and describes cubes according to size.

•••

14

Discrimination of Size 2

Pink Tower: Language

Uses language to describe size in context.

•••

15

Discrimination of Size 3

Brown Stair

Works with materials as presented, placing prisms in relation to one another to demonstrate visual discrimination of width.

•••

16

Uses narrowest prism to indicate unit of difference.

•••

17

Combines and uses material in novel ways.

•••

18

Combines and uses material in novel ways.

•••

19

Identifies and describes prisms according to width.

•••

20

Uses language to describe width context.

•••

21

Pr

Sensorial

Sensorial

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

Brown Stair

Discrimination of Size 3

Brown Stair

Discrimination of Size 3

Brown Stair: Language

Discrimination of Size 3

Brown Stair: Language

Discrimination of Size 4

Pink Tower and Brown Stair

Combines and uses material in novel ways.

•••

22

Discrimination of Size 4

Pink Tower and Brown Stair

Combines and uses material in novel ways.

••••

23

Discrimination of Size 5

Red Rods

Works with materials as presented, placing prisms in relation to one another to demonstrate visual discrimination of length.

•••

24

Discrimination of Size 5

Red Rods

Uses shortest rod to indicate unit of difference.

•••

25

Discrimination of Size 5

Red Rods

Combines and uses material in novel ways.

•••

26

Sensorial

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Discrimination of Size 3

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Sensorial

Brown Stair

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ID #

Discrimination of Size 3

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Sensorial

Discrimination of Size 5

Red Rods

Combines and uses material in novel ways.

•••

27

Discrimination of Size 5

Red Rods: Language

Identifies and describes rods according to length.

•••

28

Discrimination of Size 5

Red Rods: Language

Uses language to describe length in context.

•••

29

Discrimination of Size 6

Knobless Cylinders Works with materials as presented, one set at a time, ordering sets of cylinders based on ability to discriminate size in three dimensions: yellow set.

••••

30

Discrimination of Size 6

Knobless Cylinders Works with materials as presented, one set at a time, ordering sets of cylinders based on ability to discriminate size in three dimensions: red set.

••••

31

Discrimination of Size 6

Knobless Cylinders Works with materials as presented, one set at a time, ordering sets of cylinders based on ability to discriminate size in three dimensions: blue set.

••••

32

Discrimination of Size 6

Knobless Cylinders Works with materials as presented, one set at a time, ordering sets of cylinders based on ability to discriminate size in three dimensions: green set.

••••

33

Discrimination of Size 6

Knobless Cylinders Combines any two sets of cylinders demonstrating an ability to relate the sets to one another.

••••

34

Discrimination of Size 6

Knobless Cylinders Combines any three sets of cylinders demonstrating an ability to relate the sets to one another.

••••

35

Discrimination of Size 6

Knobless Cylinders Combines four sets of cylinders demonstrating an ability to relate the sets to one another.

••••

36

Discrimination of Size 6

Knobless Cylinders Combines and uses material in novel ways.

•••

37

Discrimination of Size 6

Knobless Cylinders Combines and uses material in novel ways.

•••

38

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Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

6th

ID #

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Sensorial

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Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Sensorial

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Sensorial

Discrimination of Size 6

Language of size consolidation

Uses language of size, length, and width correctly in a variety of contexts.

Color 1

Color Box 1

Works with materials as presented, to pair red, yellow, and blue tablets.

••

40

Color Box 1: Language

Identifies and describes colors in Color Box 1.

•••

41

Color Box 2

Works with materials as presented, to match primary, secondary, black, white, gray, pink, and brown color tablets to one another.

•••

42

Identifies and describes colors in Color Box 2.

••••

43

Pr

Sensorial

Sensorial

Color 2

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Sensorial

Color 1

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

Color 3

Color 3

Color 3

Color 3

Color 3

•••

44

Color Box 3

Grades tints and tones of various shades, as presented, one color at a time.

•••

45

Grades tints and tones of various shades, as presented, multiple or all colors together.

•••

46

Uses art materials (pencils, paints) to recreate grades of color (e.g., with design insets).

•••

47

Uses materials to mix tints, tones, and secondary colors.

•••

48

Color Box 3

Color Box 3

Color Box 3

Color Box 3

Color Box 3

Color Box 3: Language

Combines and uses material in novel ways. Combines and uses material in novel ways. Identifies and describes grades of light or dark.

Sensorial

y op

Sensorial

Color 3

39

Works with materials as presented, to match various shades of eight colors.

C

Sensorial

Color 3

ID #

Color Box of 32 Pairs

w

Sensorial

Color 2

Color Box 2: Language

ie

Sensorial

Color 2

•••

6th

•••

49

•••

50

•••

51

Page 4

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Sensorial

Color 3

Color Box 3: Language

Uses extended language of color in relation to tablets in Color Box 3.

•••

52

Color Box 3: Language

Uses language to describe color in context.

•••

53

Baric Tablets

Works with materials as presented, to match tablets of the same weight.

•••

54

Works with materials, as presented, to grade tablets of the same weight.

•••

55

Combines and uses material in novel ways.

•••

56

Combines and uses material in novel ways.

•••

57

Identifies and describes grades of weight.

•••

58

•••

59

Color 3

Pr

Sensorial

Sensorial

Weight 1

Baric Tablets

ev

Sensorial

Weight 1

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

Weight 1

Temperature 1

Temperature 1

Temperature 2

Temperature 2

Temperature 2

Baric Tablets

Baric Tablets

Thermic Tablets

Thermic Tablets

Thermic Bottles

Thermic Bottles

Thermic Bottles

Uses language to describe weight in context. Works with materials as presented to pair tablets made of different materials according to thermic qualities.

•••

ID #

60

Identifies and describes thermic qualities of the different materials.

•••

61

Refines thermic sense by pairing bottles of the same temperature.

•••

62

Grades bottles according to temperature.

•••

63

•••

64

y op

Sensorial

Weight 1

C

Sensorial

Baric Tablets

w

Sensorial

Weight 1

Baric Tablets

ie

Sensorial

Weight 1

6th

Combines and uses material in novel ways.

Sensorial

Page 5

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Sensorial

Temperature 2

Thermic Bottles

Combines and uses material in novel ways.

•••

65

Identifies and describes grades of temperature.

•••

66

Uses language to describe temperature in context.

•••

67

Works with materials as presented to pair bottles of liquid according to taste.

•••

68

Combines and uses material in novel ways.

•••

69

Combines and uses material in novel ways.

•••

70

Temperature 2

Thermic Bottles

Pr

Sensorial

Sensorial

Taste

Thermic Bottles

Taste Bottles

ev

Sensorial

Temperature 2

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

Shape 1

Shape 2

Shape 2

Shape 2

Shape 2

Taste Bottles

Images

Identifies and describes tastes.

Uses language to describe tastes in context. Pairs identical images.

Geometric Solids

Geometric Solids

••• •••

ID #

71

72

•••

73

Explores features of Geometric Solid forms using visual and stereognostic senses.

•••

74

Categorizes Geometric Solids into various sets according to common shapes of their faces.

•••

75

•••

76

Geometric Solids & Matches Geometric Solid forms Bases to plane bases. Geometric Solids & Combines and uses material in Bases novel ways.

Sensorial

y op

Sensorial

Taste

Taste Bottles

C

Sensorial

Taste

Taste Bottles

w

Sensorial

Taste

Taste Bottles

ie

Sensorial

Taste

6th

•••

Page 6

Copyright 2012 The Montessori Foundation

77


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Sensorial

Shape 2

Geometric Solids & Combines and uses material in Bases novel ways.

Shape 2

Sensorial

Identifies and names Geometric Solid forms.

Geometric Solids: Language

Uses correct vocabulary to name and describe geometric forms in context.

Shape 3

Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

Shape 4

Shape 4

Shape 4

Shape 4

Shape 4

80

•••

82

Geometric Cabinet: Matches geometric figures to Presentation Tray & thick-line figures. Cards

•••

83

Geometric Cabinet: Matches geometric figures to Presentation Tray & thin-line figures on cards. Cards

•••

84

Geometric Cabinet: Explores circles through through Individual Drawers visual and stereognostic senses.

•••

85

Geometric Cabinet: Explores triangles through visual Individual Drawers and stereognostic senses.

•••

86

Geometric Cabinet: Explores quadrilaterals through Individual Drawers visual and stereognostic senses.

•••

87

Geometric Cabinet: Explores rectangles through Individual Drawers visual and stereognostic senses.

•••

88

Geometric Cabinet: Explores regular polygons Individual Drawers through visual and stereognostic senses.

•••

89

Geometric Cabinet: Explores curvilinear figures Individual Drawers through visual and stereognostic senses.

•••

90

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Sensorial

Shape 4

79

Geometric Cabinet: Matches geometric figures to Presentation Tray & solid plane figures. Cards

C

Sensorial

Shape 3

•••

78

81

w

Sensorial

Shape 3

•••

ID #

•••

ie

Sensorial

Shape 3

•••

6th

Geometric Cabinet: Explores triangle, circle, and Presentation Tray square through visual and stereognostic senses.

ev

Sensorial

Shape 2

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Geometric Solids: Language

Pr

Sensorial

Curriculum Element

Sensorial

Page 7

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Sensorial

Shape 4

Geometric Cabinet: Works independently with Individual Drawerss individual drawers and card sets & Card Sets to demonstrate ability to match plane figures to each level of card.

Shape 5

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Sensorial

Shape 5

Sensorial

Sensorial

Geometric Cabinet: Works independently with All Drawers multiple drawers and card sets to demonstrate ability to match plane figures to each level of card.

•••

93

Geometric Cabinet: Matches and sorts geometric All Drawers figures and cards to form large matrixes classified by shape and type (solid, thick, or thin lines).

•••

94

Geometric Cabinet: Combines and uses material in All Drawers novel ways.

•••

95

Sensorial

Geometric Cabinet: Classifies shapes according to All Drawers various categories as represented on Geometric Control Sheet.

•••

96

Sensorial

Sensorial

Shape 6

Shape 6

Shape 6

Shape 6

Shape 6

Shape 6

Geometric Cabinet: Identifies and names geometric Language plane figures: Presentation Tray.

•••

97

Geometric Cabinet: Identifies and names geometric Language plane figures: Regular Polygons.

•••

98

Geometric Cabinet: Identifies and names geometric Language plane figures: Quadrilaterals.

•••

99

Geometric Cabinet: Identifies and names geometric Language plane figures: Rectangles (including square).

•••

100

Geometric Cabinet: Identifies and names geometric Language plane figures: Types of Triangles.

•••

101

Geometric Cabinet: Identifies and names geometric Language plane figures: Curvilinear Forms.

•••

102

Geometric Cabinet: Uses correct vocabulary to name Language and describe geometric plane figures in context.

••••

103

Sensorial

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Sensorial

Shape 6

C

Sensorial

Shape 5

w

Sensorial

Shape 5

91

92

ie

Sensorial

Shape 5

ID #

•••

ev

Sensorial

•••

6th

Geometric Cabinet: Works with multiple drawers to All Drawers refine visual and stereognositc discrimination of plane figures.

Pr

Sensorial

Curriculum Element

Page 8

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Sensorial

Shape 7

Pattern

Copies repeating patterns - linear.

Shape 7

Pattern

Pr

Sensorial

Sensorial

Shape 7

Pattern

Pattern

Sensorial

Sensorial

Constructs own repeating patterns - linear.

•••

105

Copies repeating patterns - twodimensional array.

•••

106

Constructs own repeating patterns - two- dimensional array.

•••

107

Copies tessellating patterns.

•••

108

Sensorial

Constructs own tessellating patterns.

•••

109

Combines and uses material in novel ways.

•••

110

Sensorial

Sensorial

Shape 8

Shape 8

Shape 8

Shape 8

Shape 8

Constructive Triangles: Triangular Box

Explores how equilateral triangles can be constructed from other triangles.

•••

111

Constructive Triangles: Small Hexagonal Box

Explores how various triangles that form a hexagon can be combined to form other plane figures.

•••

112

Constructive Triangles: Large Hexagonal Box

Explores how a hexagon is made up from a combination of obtuse triangles and how these are combined to make different plane figures.

•••

113

Constructive Triangles: Rectangular box

Explores how various triangles combine to make other plane figures.

•••

114

Constructive Triangles: Blue Triangles

Freely explores how various triangles combine to make other plane figures.

•••

115

Constructive Triangles: All Sets

Combines and uses material in novel ways.

•••

116

y op

Sensorial

Shape 8

Pattern

C

Sensorial

Shape 7

Pattern

w

Sensorial

Shape 7

Pattern

ID #

104

ie

Sensorial

Shape 7

6th

••

ev

Sensorial

Shape 7

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Sensorial

Page 9

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Sensorial

Shape 8

Constructive Triangles

Explores congruency, equivalency, and similarity.

•••

117

Constructive Triangles

Constructs various stars and polygrams.

•••

118

Circles, Squares, and Triangles

Explores various permutations of superimposed plane figures.

•••

119

•••

120

••••

121

Classifies prisms of Binomial Cube, laying prisms to represent the binomial equation.

•••

122

Classifies prisms of Trinomial Cube, laying prisms to represent the trinomial equation.

•••

123

Retells the story of The Kings to another child using the Binomial or Trinomial Cube.

•••

124

Works with materials as presented to pair bottles according to aroma.

•••

125

•••

126

Shape 8

Pr

Sensorial

Sensorial

Shape 9

Inscribed and Combines and uses material in Concentric Figures novel ways.

ev

Sensorial

Shape 9

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

Smell

Smell

Smell

Smell

Smell

Trinomial Cube

Smelling Bottles

Smelling Bottles

Smelling Bottles

Smelling Bottles

Smelling Bottles

Combines and uses material in novel ways. Identifies aromas.

Names aromas.

Combines and uses material in novel ways.

Sensorial

ID #

•••

127

••••

128

•••

129

y op

Sensorial

Form & color

Trinomial Cube

C

Sensorial

Form & color

Binomial Cube

Constructs Binomial Cube as presented.

w

Sensorial

Form & color

Binomial Cube

ie

Sensorial

Form & color

6th

Page 10

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Sensorial

Smell

Smelling Bottles

Uses language to describe aroma in context.

••••

130

Mystery Bag: Familiar Objects

Works with materials as presented, matching objects using stereognostic sense.

••••

131

Stereognostic Exercises: Large Objects

Sorts objects, such as large buttons or beans, according to size using stereognostic sense.

••••

132

Stereognostic Exercises: Small Objects

Sorts objects, such as small buttons or other Sensorial material according to size using with eyes shut or blindfolded (stereognostic sense).

••••

133

Stereognostic Exercise : All

Combines and uses material in novel ways.

••••

134

Stereognostic

Pr

Sensorial

Sensorial

Stereognostic

ev

Sensorial

Stereognostic

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

Tactile 1

Tactile 1

Tactile 1

Tactile 1

Tactile 1

Tactile 1

Combines and uses material in novel ways.

••••

135

Touch Boards: Board A

Works with materials as presented, to experience rough and smooth textures.

••••

136

Touch Boards: Boards A & B

Works with materials as presented, to distinguish rough and smooth textures.

••••

137

Touch Boards: Board C

Works with materials as presented, to distinguish gradations of rough textures.

••••

138

Smooth Gradation Board

Works with materials as presented, to distinguish gradations of smooth textures.

••••

139

Rough Gradation Tablets

Works with materials as presented to match various rough textures.

••••

140

Smooth Gradation Tablets

Works with materials as presented to match various smooth textures.

••••

141

Rough Tablets

Works with materials as presented to grade rough textures.

•••

142

Sensorial

y op

Sensorial

Tactile 1

ID #

Stereognostic Exercises: All

C

Sensorial

Stereognostic

w

Sensorial

ie

Sensorial

Stereognostic

6th

Page 11

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Sensorial

Tactile 1

Smooth Tablets

Works with materials as presented to grade smooth textures.

•••

143

Texture Materials: All

Combines and uses material in novel ways.

•••

144

Texture Materials: All

Combines and uses material in novel ways.

•••

145

Texture: Language

Identifies and names grades of roughness.

••••

146

Identifies and names grades of smoothness.

••••

147

Uses language to describe texture in context.

ie

••••

148

Works with materials as presented, to pair different types of fabric according to textures.

••••

149

Fabric Box: Language

••••

150

••••

151

Tactile 1

Pr

Sensorial

Sensorial

Tactile 1

ev

Sensorial

Tactile 1

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

Tactile 2

Tactile 2

Tactile 2

Sound 1

Sound 1

Sound 1

Fabric Box

Fabric Box: Language

Names types of fabric.

Uses language to name various fabrics.

ID #

Fabric Box: Language

Uses language to name and describe fabrics in context.

•••

152

Sound Cylinders: Volume

Pairs cylinders according to sound.

••••

153

Sound Cylinders: Volume

Grades one set of cylinders according to sound.

•••

154

Sound Cylinders: Volume

Combines and uses material in novel ways.

•••

155

Sensorial

y op

Sensorial

Tactile 2

Texture: Language

C

Sensorial

Tactile 1

Texture: Language

w

Sensorial

Tactile 1

6th

Page 12

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Sensorial

Sound 1

Sound Cylinders: Volume

Combines and uses material in novel ways.

•••

156

Sound Cylinders: Language

Identifies and describes grades of volume of sound.

•••

157

Sound Cylinders: Language

Uses correct vocabulary to describe the volume of sounds in context.

•••

158

Bells: Pitch

Handles bells carefully and appropriately.

Sound 1

Pr

Sensorial

Sensorial

Sound 2

ev

Sensorial

Sound 1

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

160

Grades bells according to CMajor Scale.

•••

161

Sound 2

Sound 2

Sound 2

Sound 2

Sound 2

Sound 2

Sound 2

Bells: Pitch

Pairs corresponding bells.

•••

162

Bells: Pitch

•••

163

Bells: Pitch

Sings notes played on the Montessori Bells - either in a single-syllable, tonic sol-fa or naming notes.

•••

164

Bells: Pitch

Composes own melody on bells.

•••

165

Bells: Pitch

Copies a random series of notes played by another.

•••

166

Bells: Pitch

Combines and uses material in novel ways.

•••

167

Bells: Pitch

Combines and uses material in novel ways.

•••

168

Grades full set of bells.

y op

Sensorial

•••

C

Sensorial

Bells: Pitch

Pairs corresponding bells.

w

Sensorial

Sound 2

Bells: Pitch

ID #

159

ie

Sensorial

Sound 2

6th

Sensorial

Page 13

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Sensorial

Sound 2

Bells: Pitch

Identifies and names grades of pitch.

•••

169

Identifies and names notes on CMajor Scale.

•••

170

Identifies and names the notes sounded by the Montessori Bells (tonic sol-fa scale).

•••

171

Sound 2

Bells: Pitch

Pr

Sensorial

Sensorial

Sound 2

Montessori Bells: Pitch

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

w

ie

ev

y op

C Sensorial

Page 14

Copyright 2012 The Montessori Foundation


Curriculum Scope & Sequence

Montessori The Language Arts Curriculum THE

Pr

FOUNDATION

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ev

The process of learning how to read should be as painless and simple as learning how to speak. Montessori begins by placing the youngest students in classes where the older students are already reading. All children want is to “do what the big kids can do,” and as the intriguing work that absorbs the older students involves reading, there is a natural lure for the young child.

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Beginning at age two or three, Montessori children are introduced to a few letters at a time until they have mastered the entire alphabet. They trace each letter as it would be written, using two fingers of their dominant hand. As they trace the letter’s shape, they receive three distinct impressions: they see the shape of the letter, they feel its shape and how it is written, and they hear the teacher pronounce its sound.

During the Elementary years, Montessori focuses on the development of strong writing skills and library research. The curriculum does not depend on textbooks, as much as on primary and secondary resource materials found in classroom library collections, media centers, public libraries, and on the Internet. They begin a systematic study of the English language: vocabulary, spelling rules, and linguistics. Montessori schools commonly teach Elementary and Middle School students how to use the computer to write, illustrate, and lay out their work.

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To help children develop the eye-hand coordination needed to correctly grasp and write with a pencil, Montessori introduced them to a set of metal frames and insets made in the form of geometric shapes. When the geometric inset is removed, the children trace the figure left within the frame onto a sheet of paper. Then they use colored pencils to shade in the outlines that they’ve traced, using careful horizontal strokes. Gradually, children become more

C

Children move from the Sandpaper Letters to tracing them in fine sand. The teacher and child will begin to identify words that begin with the kuh sound: cat, candle, can, and cap. Seeing the tablets for the letters c, a, and t laid out before her, a child will pronounce each in turn — kuh, aah, tuh: cat!

skilled at keeping the strokes even and staying within the lines.

Understanding the Scope and Sequence Code ...

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Language Arts Curriculum . 2

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

Pr

Montessori does not organize curriculum by the grade level at which topics are to be taught. We assume that children learn at different paces and learn best in different ways. In most cases, students in Montessori programs will work on any given skill or concept over several years. We introduce students to new lessons as soon as they seem to be ready. Likewise, we have a plan of what Montessori students ought to learn and the age/grade levels at which which we expect mastery from most students.

ie

ev

Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts and skills (Strands) and the sequence in which they will be taught. In our Curriculum Scope and Sequence, to the right of the list of curriculum elements, we use a series of vertical columns to represent a given span of ages or grades. We use large dots to indicate the age or grade levels at which we anticipate a given lesson will be presented. Since we do not follow a grade-by-grade curriculum, the age or grade when a child will actually be ready to begin work depends on his or her developmental readiness. Our Dot Code is simply a guideline for Montessori educators.

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When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which is repeated at each Montessori three-year program cycle. The color coding makes it somewhat easier to see at which age/grade levels we anticipate children will work on concepts or skills. Normally, students return to work many times over two years or longer before they truly understand what they have studied and retain it over time.

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C As you can see by the example above, we expect that the two Math skills shown (items number 25 and 26) will normally be introduced at age four, and we anticipate that children will continue to work on them over the following year. The “R” shown in the 1st-grade column indicates that we suggest that the teachers ought to review and re-test to see if the child still understands the concept or skill. In some case the symbol “I” is used to indicate that a child should be given a first introduction to a concept or skill at a given age/grade level. Students often work on some concepts and skills over the course of several years. The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Language Arts

Language Enrichment: Vocabulary Development

Objects or images

Expands vocabulary through three-period lessons given by adult or through conversation with other children.

••••

1

Language Arts

Language Enrichment: Vocabulary Development

Classified pictures

Views and discusses cards with adult or another child.

••••

2

Language Arts

Language Enrichment: Vocabulary Development

Classified pictures

Learns the names of the items depicted by the images by means of a three-period lesson.

••••

3

Sorts image cards underneath corresponding scene images.

••••

4

Engages in verbal question-andanswer games of increasing complexity.

••••

5

Shares observations, news, and ideas with the group or individually.

••••

6

Participates in singing rhymes and song.

••••

7

•••

8

•••

9

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

ev

Pr

Area

6th

ID #

Language Enrichment: Vocabulary Development

Classified pictures

Language Arts

Language Enrichment: Speech

Questioning

Language Arts

Language Enrichment: Speech

News

Language Arts

Language Enrichment: Speech

Rhymes and songs

Language Arts

Language Enrichment: Speech

Storytelling

Language Arts

Language Enrichment: Speech

Word and sound games

Participates in word and sound games (rhymes, word play, riddles, etc.).

Language Arts

Phonemic Awareness

I Spy Game: Objects in environment

Isolates sounds in words, demonstrating an ability to isolate the initial sound (40/44 key sounds): one object in hand.

Language Arts

Phonemic Awareness

I Spy Game: Objects in environment

Isolates sounds in words, demonstrating an ability to isolate the initial sound (40/44 key sounds): more than one sound, limited space.

•••

R

11

Language Arts

Phonemic Awareness

I Spy Game: Objects in environment

Isolates sounds in words, demonstrating an ability to isolate the initial sound (40/44 key sounds): larger unlimited area.

•••

R

12

Language Arts

Phonemic Awareness

I Spy Game: Objects in environment

Isolates sounds in words, demonstrating an ability to isolate the initial sound (40/44 key sounds): entire visible area.

••

R

13

w

ie

Language Arts

Tells short stories in group time.

C •••

R

10

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Language Arts

Page 1

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Language Arts

Phonemic Awareness

I Spy Game: Objects in environment

Isolates sounds in words, demonstrating an ability to isolate the initial and ending sounds (40/44 key sounds): limited area.

••

R

14

Language Arts

Phonemic Awareness

I Spy Game: Objects in environment

Isolates sounds in words, demonstrating an ability to isolate the internal sounds in words (40/44 key sounds): in entire visible area.

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R

15

Language Arts

Phonemic Awareness

I Spy Game: Objects in environment

Isolates sounds in words, demonstrating an ability to isolate any sound (40/44 key sounds): entire visible area.

•••

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Pr

Area

Sensorial Materials

Language Arts

Handwriting: Preparation 1

Sandpaper Letters: Key Sounds

Language Arts

Handwriting: Preparation 1

Sandpaper Letters: Key Sounds

Language Arts

Handwriting: Preparation 2

Metal Insets

Language Arts

Handwriting: Preparation 2

Metal Insets

Language Arts

Handwriting: Preparation 2

Metal Insets

Language Arts

Handwriting: Preparation 2

Metal Insets

Language Arts

Handwriting: Preparation 2

Metal Insets

Language Arts

Handwriting: Preparation 2

Metal Insets

ID #

16

Has developed fine-motor control in preparation for handwriting through the various Sensorial preliminary exercises.

•••

Feels Sandpaper Letters using a light, continuous movement of the index and middle fingers of the dominant hand.

•••

18

Associates the letter sound with the symbol, which represents it through playing an "I Spy Game" or participating in three-period lessons.

•••

19

R

17

w

•••

20

Fills in outline drawn with either frame or inset, using a zigzag pattern or colors.

•••

21

Draws a design by rotating the inset or frame and shades.

•••

22

Draws more advanced designs using two or more frames or insets.

•••

C

Works with Metal Insets as presented, drawing an outline with the metal frame, then placing the inset over the outline and drawing another identical outline in a different color.

Designs a longer pattern with repeating shapes and shades. Draws a design by rotating the inset or frame on the diagonal.

Language Arts

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Handwriting: Preparation 1

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Language Arts

R

6th

23

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R

24

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R

25

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Language Arts

Handwriting: Preparation 2

Metal Insets

Creates various shades of colors when shading designs.

•••

Language Arts

Handwriting: Preparation 2

Metal Insets

Demonstrates control of the pencil when tracing an object and creating designs.

••••

Language Arts

Handwriting: Preparation 3

Large Moveable Alphabet: Choosing Letters

Returns letters to correct space in the box (this is a preparatory exercise that is simply an exercise in visual discrimination).

•••

28

Language Arts

Handwriting: Preparation 3

Large Moveable Uses Large Moveable Alphabet: Alphabet: Choosing to build (encode) words he thinks Letters of himself.

••

29

Language Arts

Handwriting: Preparation 3

Large Moveable Uses Large Moveable Alphabet: Alphabet: Choosing to build (encode) phrases or Letters sentences he thinks of himself.

•••

30

Language Arts

Handwriting: Preparation 3

Medium Moveable Alphabet: Building Words

Encodes words, phrases, and sentences.

•••

31

Language Arts

Handwriting: Preparation 3

Small Moveable Alphabet: Building Paragraphs

Encodes words, phrases, sentences, paragraphs, and short stories.

•••

32

Language Arts

Handwriting: Preparation 4

Blank green board: First writing letters

Practices writing individual numbers and letters, first tracing the sandpaper symbols.

•••

33

Language Arts

Handwriting: Preparation 4

Pencil and paper letters

Writes individual letters with pencil and paper, first tracing the sandpaper symbol.

••

34

Language Arts

Handwriting: Preparation 4

Blank green board: Writes families of letters with First writing - letter similar shapes, first tracing the families sandpaper symbols.

••

35

Language Arts

Handwriting: Preparation 5

Green board with double lines: Positioning letters of the Small Moveable Alphabet

Places letters of the Small Moveable Alphabet between double lines, correctly positioning ascenders and descenders.

••

36

Language Arts

Handwriting: Preparation 5

Green board with double lines: Positioning letters of the Small Moveable Alphabet

Practices writing individual numbers and letters with correct placement of ascenders and descenders.

•••

37

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Area

R

6th

ID #

26

R

27

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C

Language Arts

Page 3

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Language Arts

Handwriting: Preparation 6

Consolidation

Sorts letters of the Small Moveable Alphabet into three groups according to ascenders and descenders; checks own work by placing the letters in rows on the lined board.

•••

R

38

Sorts the single-letter Sandpaper Letters into three groups according to ascenders and descenders, then writes the letters on lined paper after tracing each letter.

•••

R

39

Pr

Area

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Handwriting: Preparation 6

Consolidation

Language Arts

Handwriting: Preparation 6

Consolidation

Writes, on lined paper, all twentysix single letters after tracing the corresponding Sandpaper Letters.

•••

R

40

Language Arts

Handwriting: Preparation 7

Sandpaper Capitals Traces each of the twenty-six capital letters, associating the letter with the sound it represents.

•••

R

41

Language Arts

Handwriting: Preparation 7

Sandpaper Capitals Traces each of the twenty-six capital letters, associating the letter with its name.

•••

R

42

Language Arts

Handwriting: Preparation 7

Sandpaper Capitals Pairs the Sandpaper Capitals with and Lower-Case the corresponding lower-case Letters letters.

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R

43

Language Arts

Reading: Words Beginning to 1 decode words

Language Arts

Reading: Words Object box 1: 1 First reading

Language Arts

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ie

ev

Language Arts

Begins to decipher words that have been built with the Large Moveable Alphabet or in a book, etc.

44

Silently reads word as they are written by directress and places them next to the correct object.

••

45

Reading: Words Object box 1: 1 Prepared Word Cards

Works independently with Object Box 1, reading simple words, which are phonetically spelled with sounds represented by only one letter.

•••

46

Language Arts

Reading: Words Activity Words: 1 Written

Silently reads words as they are written by directress and performs the correct action.

Language Arts

Reading: Words Activity Words: Set Works independently with 1 1 Activity Words Set 1, reading the words and performing the actions.

Language Arts

Reading: Words Object box 2: 1 Reading written words

Silently reads words containing twelve key sounds, as they are written by the directress, and places them next to the correct object or picture.

Language Arts

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C

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••

47

•••

48

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Copyright 2012 The Montessori Foundation

R

49


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Language Arts

Reading: Words Object Box 2: 1 Double-Letter Phonograms Prepared Word Cards

Works independently with Object Box 2; silently reads words containing twelve key sounds and places them next to the correct object or picture.

•••

R

50

Language Arts

Reading: Words Activity Words: 1 Double-Letter Phonograms Prepared Word Cards

Silently reads words containing twelve key sounds, as they are written by the directress, and performs the appropriate action.

•••

R

51

Language Arts

Reading: Words Activity words: 1 Double-Letter Phonograms Prepared Word Cards

Silently reads words containing double- letter phonograms and performs the appropriate actions.

•••

R

52

Language Arts

Reading: Words Puzzle Words: 1 1

Silently reads Puzzle Words after receiving three-period lesson.

•••

R

53

Language Arts

Reading: Books Handmade Books

Silently reads little handmade books.

•••

R

54

Language Arts

Reading: Alphabet

Sandpaper Letters, Displays a knowledge of the Moveable Alphabet, names of the letters of the or Alphabet Strip alphabet.

•••

R

55

Language Arts

Reading: Alphabet

Sandpaper Letters, Can say the names of the letters Moveable Alphabet, of the alphabet in order. or Alphabet Strip

•••

R

56

Language Arts

Reading: Alphabet

Sandpaper Letters, Names a letter of the alphabet Moveable Alphabet, when shown the corresponding or Alphabet Strip symbol.

•••

R

57

Language Arts

Reading: Key Sounds

Key Sound Folders Recognizes symbols on outside of Key Sound Folders as being represented by Sandpaper Letters and double letters; can say corresponding sounds.

•••

R

58

Language Arts

Reading: Key Sounds

Key Sound Folders Reads booklets in Key Sound Folders.

•••

R

59

Language Arts

Reading: Key Sounds

Key Sound Folders Sorts card from any two folders to show that he has memorized the various families of phonograms.

•••

R

60

Language Arts

Reading: Key Sounds

Key Sound Folders Sorts cards from all fourteen folders to show that he has memorized the various families of phonograms.

•••

R

61

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Area

6th

ID #

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C

Language Arts

Page 5

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Language Arts

Reading: Key Sounds

Key Sound Folders: Writes all fourteen key sounds The test and corresponding phonograms.

•••

R

62

Language Arts

Reading: Key Sounds

Phonogram Dictionary

Uses Dictionary of Phonograms when he encounters unknown words in parallel reading activities.

•••

R

63

Language Arts

Reading: Words Puzzle Words: 2 1

Silently reads Puzzle Words after receiving three-period lesson and being made aware of especially interesting aspects; demonstrates interest in and awareness of these points of interest.

•••

R

64

Classified Nomenclature

Reads words using multiple sets of cards, sorted into different categories.

•••

R

65

Classified Nomenclature

Reads definitions using multiple sets of cards, sorted into different categories.

•••

R

66

Reads simple sentences (Command Cards).

•••

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Language Arts

Reading

Language Arts

Reading

Language Arts

Reading

Language Arts

Reading

Language Arts

Reading

Language Arts

Reading

Language Arts

ie

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Pr

Area

Command Cards

ID #

67

Reads compound sentences with understanding (Command Cards).

•••

68

Reads complex sentences with understanding (Command Cards).

•••

69

Various materials/books

Reads to others with enjoyment, style, and assurance.

•••

70

Reading

Magazines

Reads magazines.

• • • • • • 71

Language Arts

Reading

Novels

Reads more complex children's books.

Language Arts

Reading

Poetry books

Reads poetry with enjoyment, style, assurance, and understanding.

Language Arts

Function of Words: 1

The Function Games

Participates in Function Games at a verbal (non-written) level.

Command Cards

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Command Cards

6th

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C

Language Arts

• • • • • 72

• • • • • • 73

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Copyright 2012 The Montessori Foundation

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Language Arts

Function of Words: 1

Noun Game: Farm Displays an awareness of words which name things through game involving fetching objects.

•••

75

Language Arts

Function of Words: 1

Noun-Article Game: Farm

Displays an awareness of words that name things through game involving fetching objects: “Pick up a pig; give me the dog.”

•••

76

Language Arts

Function of Words: 1

Noun-Adjective Game: Farm

Displays an awareness of words that describe things through game involving objects: “Give me the pink pig; move the brown cow.”

•••

77

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

ev

Pr

Area

6th

ID #

Function of Words: 1

Conjunction Game: Displays an awareness of the use Farm of conjunctions as a means of joining phrases.

•••

78

Language Arts

Function of Words: 1

Preposition Game: Farm

Displays an awareness of the use of prepositions: “Move the cow behind the horse.”

•••

79

Language Arts

Function of Words: 1

Verb Game: Farm

Displays an awareness of the use of verbs through games with the Farm: “Show me how the dog runs.”

•••

80

Language Arts

Function of Words: 1

Pronoun Game: Farm

Displays an awareness of the use of pronouns through games with the Farm: “There is a pink pig. Please pass it to me.”

•••

81

Language Arts

Dictation

Phonogram Booklets

Reads words from booklets while another child takes dictation.

•••

R

82

Language Arts

Dictation

Phonogram Booklets

Takes dictation from another child reading from the Phonogram Booklets.

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R

83

Language Arts

Reading of Words: 4

Nouns Game: Moveable Objects

Reads words in Noun Box and brings related objects to the work mat.

•••

R

84

Language Arts

Reading of Words: 4

Nouns Game: Immoveable Objects

Reads words and places the labels next to objects in the environment.

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R

85

Language Arts

Reading of Words: 4

Verbs

Reads words and performs the actions.

•••

R

86

Language Arts

Reading of Words: 4

Prepositions

Reads words and moves to place own body in relation to an object (e.g., card reads “over” - child stands on mat; card reads “under” - child goes under a table, etc.).

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R

87

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ie

Language Arts

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C

Language Arts

Page 7

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Language Arts

Function of Words: 2

Noun Game

Is able to recognize words that are nouns and how they function in a sentence.

Language Arts

Function of Words: 2

Language Arts

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

R

88

Noun-Article Game Is able to recognize the three articles found in the English language and how they function in a sentence.

•••

R

89

Function of Words: 2

Noun-Adjective Game

Is able to recognize words that are adjectives and how they function in a sentence.

•••

R

90

Language Arts

Function of Words: 2

Conjunction Game Is able to recognize words that are conjunctions and how they function in a sentence.

•••

R

91

Language Arts

Function of Words: 2

Preposition Game

Is able to recognize words that are prepositions and how they function in a sentence.

••••

Language Arts

Function of Words: 2

Verb Game

Is able to recognize words that are verbs and how they function in a sentence.

Language Arts

Function of Words: 2

ie

•••••

Pronoun Game

Is able to recognize words that are pronouns and how they function in a sentence.

••••

Language Arts

Word Study: 1

Animals and their homes

Reads and matches the names of animals with their homes.

•••

95

Language Arts

Word Study: 1

Reads and matches the names of animals with their sounds.

•••

96

Language Arts

Word Study: 1

Language Arts

Word Study: 1

Language Arts

Word Study: 1

Language Arts

Word Study: 1

ev

Pr

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R

w

Animals and their sounds

R

92

R

93

94

C

Reads and matches the names of animals with their young.

•••

97

Compound Words

Reads and matches words to create compound words.

•••

98

•••

99

•••

100

Positive, Comparative, and Superlative

Reads and sorts words into corresponding sets of positive, comparative, and superlative.

Collective Nouns: General

Reads and pairs collective nouns with the corresponding noun.

Language Arts

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Animals and their young

Page 8

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Language Arts

Word Study: 1

Singular and Plural

Demonstrates an understanding of concept of singular and plural.

•••

101

Language Arts

Word Study: 1

Reads and categorizes words according to singular and plural.

•••

102

Language Arts

Word Study: 1

Reads and categorizes words according to masculine and feminine.

•••

103

Language Arts

Function of Words: 3

Language Arts

Composition: 1 Large or Medium Child composes one-word Moveable Alphabet answers with a Moveable Alphabet in response to a question asked by the teacher.

Language Arts

Composition: 1 Small Moveable Alphabet

Composes phrases with spaces separating individual words.

Language Arts

Composition: 1 Moveable Alphabets: Correcting Spelling

Child composes stories with Moveable Alphabet and asks directress to correct spelling before writing the story on paper.

Language Arts

Composition: 1 Printed Alphabet

Composes sentences with punctuation.

108

Language Arts

Composition: 1 Written Composition

Transcribes own sentences and stories (pencil and paper).

109

Language Arts

Composition: 1 Written Composition

Reads own stories to group during story time.

110

Language Arts

Speaking and Listening Skills

Individual Expression

Is able to express ideas logically, succinctly, and politely.

Language Arts

Speaking and Listening Skills

Individual Expression

Delivers well-organized oral reports.

Language Arts

Speaking and Listening Skills

Individual Expression

Recites short poems, songs, and rhymes from memory.

Pr

Singular and Plural

Masculine and Feminine

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

ev

Detective Adjective Plays the Detective Adjective Game Game with adult or other children to demonstrate an understanding of the rule of adjectives in describing objects.

ID #

104

105

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106

107

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Language Arts

6th

•••••

R

R

R 111

• • • • • • 112

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Page 9

Copyright 2012 The Montessori Foundation

R 113


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Language Arts

Speaking and Listening Skills

Individual Expression

Tells stories in logical sequence.

Language Arts

Speaking and Listening Skills

Group Expression

Participates with others in choric reading.

Language Arts

Speaking and Listening Skills

Individual Expression

Presents formal speeches to demonstrate, inform, or entertain.

Language Arts

Speaking and Listening Skills

Individual Expression

Participates in informal dialogue.

• • • • • • • • 117

Language Arts

Speaking and Listening Skills

Individual Expression

Reads a dramatic part in a play.

• • • • • • • • 118

Language Arts

Speaking and Listening Skills

Individual Expression

Conducts an interview.

Language Arts

Speaking and Listening Skills

Individual Understanding

Follows oral instructions.

Language Arts

Speaking and Listening Skills

Individual Understanding

Language Arts

Speaking and Listening Skills

Individual Understanding

Language Arts

Speaking and Listening Skills

Language Arts

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

•••

Follows simple one- to two-step commands. Follows complex three- to fivestep commands.

R

R

6th

ID #

R

R

R 114

••• •

R

R 115

• • • • 116

• • • • 119 ••••••

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Pr

Area

•••

R

R

R

R 120

121

R

Individual Listens purposefully and Understanding and responds appropriately in Response conversation.

•••••

R

Speaking and Listening Skills

Individual Listens for details and answers Understanding and questions about information Response presented orally or in a story.

• • • • • • • • • 124

Language Arts

Speaking and Listening Skills

Individual Names the characters in a story. Understanding and Response

••••••

R

R

R 125

Language Arts

Speaking and Listening Skills

Individual Identifies a character’s traits or Understanding and behaviors. Response

•••••

R

R

R 126

Language Arts

R

R

R 122

R

R

R 123

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••••

Page 10

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Language Arts

Speaking and Listening Skills

Individual Identifies a character’s feelings. Understanding and Response

•••••• •

R

R 127

Language Arts

Speaking and Listening Skills

Individual Retells a story or restates Understanding and directions. Response

••••••

R

R 128

Language Arts

Speaking and Listening Skills

Individual Summarizes the plot of a story. Understanding and Response

••• • •

R 129

Language Arts

Speaking and Listening Skills

Individual Indicates the chronological order Understanding and of events. Response

•••••

Language Arts

Speaking and Listening Skills

Individual Identifies the cause of an event. Understanding and Response

• • • • • • • • • 131

Language Arts

Speaking and Listening Skills

Individual Explains the problem that a Understanding and character faces and how he/she Response resolves it.

•••••• • •

Language Arts

Speaking and Listening Skills

Individual Makes reasonable predictions Understanding and about what will happen next in a Response story.

Language Arts

Speaking and Listening Skills

Language Arts

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

ie

ev

Pr

R

R

R

R

6th

ID #

R 130

R 132

R

R

R 133

Individual Identifies the speakers in a Understanding and dialogue. Response

•••••

R

R

R 134

Speaking and Listening Skills

Individual Identifies to whom a pronoun is Understanding and referring. Response

•••••

R

R

R 135

Language Arts

Handwriting: 1

Pencil and Paper

Language Arts

Handwriting: 1

Language Arts

Handwriting: 1

Language Arts

Handwriting: 1

w

•••••

Pencil and Paper

•••

R

Has mastered the ability to write in the school's chosen font: upper-case letters.

•••

R

R

137

Has mastered the ability to space letters appropriately within a word when writing in the school's chosen font.

•••

R

R

138

Has mastered the ability to leave appropriate space between words when writing in the school's chosen font.

•••

R

R

139

R

136

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Pencil and Paper

C

Pencil and Paper

Has mastered the ability to write in the school's chosen font: lower-case letters.

Language Arts

Page 11

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Language Arts

Handwriting: 2

Pencil and Paper

Has mastered the ability to write in cursive form: lower-case letters.

••••

140

Language Arts

Handwriting: 2

Has mastered the ability to write in cursive form: upper-case letters.

••••

141

Language Arts

Handwriting: 2

Has mastered the ability to space letters appropriately within a word when writing in cursive form.

•••••

142

Language Arts

Handwriting: 2

Has mastered the ability to leave appropriate space between words when writing in cursive form.

•••••

143

Language Arts

Handwriting: 2

Language Arts

Handwriting: 3

Calligraphy Pens and Paper

Chooses to use decorative writing in preparing attractive papers, notes, letters, and reports.

Language Arts

Sentence Elements

Grammar Box: 1

Uses the Montessori Grammar Boxes to understand the function of the article in a sentence.

•••

146

Language Arts

Sentence Elements

Grammar Box: 1

Uses the Montessori Grammar Boxes to understand the function of the noun in a sentence.

•••

147

Language Arts

Sentence Elements

Grammar Box: 2

Uses the Montessori Grammar Boxes to understand the function of the adjective in a sentence.

•••

148

Language Arts

Sentence Elements

Grammar Box: 3

Uses the Montessori Grammar Boxes to understand the function of the verb in a sentence.

•••

149

Language Arts

Sentence Elements

Grammar Box: 4

Uses the Montessori Grammar Boxes to understand the function of the preposition in a sentence.

••

150

Language Arts

Sentence Elements

Grammar Box: 5

••

151

Language Arts

Sentence Elements

Grammar Box: 6

••

152

Pr

Pencil and Paper

Pencil and Paper

ev

Pencil and Paper

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Pencil and Paper

Writes cursive smoothly and easily.

••• •

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R 144

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Uses the Montessori Grammar Boxes to understand the function of the pronoun in a sentence.

ID #

• • • • 145

ie

Uses the Montessori Grammar Boxes to understand the function of the adverb in a sentence.

R

6th

Page 12

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Language Arts

Sentence Elements

Grammar Box: 7

Uses the Montessori Grammar Boxes to understand the function of the conjunction in a sentence.

••

153

Language Arts

Sentence Elements

Grammar Box: 8

Uses the Montessori Grammar Boxes to understand the function of the interjection in a sentence.

••

154

Language Arts

Function of Words: 2

Verb-Adverb Game Recognizes words that are adverbs and how they function in a sentence.

••

R

155

Language Arts

Sentence Analysis

Sentence Analysis Charts 1 & 2

Understand what makes up a simple sentence by using Charts 1 & 2.

R

R

156

Language Arts

Sentence Analysis

Sentence Analysis Charts 1 & 2

Analyzes simple sentences by using Charts 1 & 2.

R

R

R

157

Language Arts

Sentence Analysis

Sentence Analysis Boxes

Constructs a simple sentence by using the Sentence Analysis Guides

••

R

R

158

Language Arts

Sentence Analysis

Sentence Analysis Charts 3-5

Understands what makes up complex sentences and the variety of adverbial extensions by using Charts 3-5.

• • •

R 159

Language Arts

Sentence Analysis

Sentence Analysis Charts 3-5

Analyzes complex sentences and sentences that contain a variety of adverbial extensions by using Charts 3-5.

• • •

R 160

Language Arts

Sentence Analysis

Sentence Analysis Boxes

Constructs complex sentences and sentences that contain adverbial extensions by using the sentence analysis materials.

• • •

R 161

Language Arts

Grammar Study Teacher-made or Identifies the different types of bought Task Cards nouns. with varying levels for in-depth study of the noun and noun research

• • • • 162

Language Arts

Grammar Study Teacher-made or Identifies the different types of bought Task Cards adjectives. with varying levels for in-depth study of the adjective and adjective research

• • • • 163

Language Arts

Grammar Study Teacher-made or Identifies the different types of bought Task Cards verbs. with varying levels for in-depth study of the verb and verb research

• • • • 164

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Language Arts

Grammar Study Teacher-made or Identifies the different types of bought Task Cards pronouns. with varying levels for in-depth study of the pronoun and pronoun research

• • • • 165

Language Arts

Grammar Study Teacher-made or Identifies the different types of bought Task Cards adverbs. with varying levels for in-depth study of the adverb and adverb research

• • • • 166

Language Arts

Grammar Study Teacher-made materials bought Task Cards/studentdriven materials

• • • • 167

Language Arts

Grammar Study Teacher-made Conjugates common irregular Materials • Prepared verbs. Task Cards and Student-Driven Materials

Language Arts

Grammar Study Teacher-made Declines personal pronouns. Materials • Prepared Task Cards and Student-Driven Materials

Language Arts

Sentence Diagrams

Teacher-made material or bought Task Cards that direct students in these activities

Language Arts

Sentence Diagrams

Language Arts

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Conjugates common regular verbs.

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Area

6th

ID #

• • • • 168

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• • • • • 169

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• • 170

Teacher-made material or bought Task Cards that direct students in these activities

Diagrams compound sentences.

• • 171

Sentence Diagrams

Teacher-made material or bought Task Cards that direct students in these activities

Diagrams complex sentences.

Language Arts

Sentence Diagrams

Teacher-made material or bought Task Cards that direct students in these activities

Diagrams the main clause and subordinate clauses in a sentence.

Language Arts

Sentence Diagrams

Teacher-made material or bought Task Cards that direct students in these activities

Diagrams the various complements in a sentence.

Language Arts

• • 172

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Diagrams simple sentences.

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Language Arts

Reading Appropriate-Level Comprehension Books

Summarizes the plot of a story.

Language Arts

Reading Appropriate-Level Comprehension Books

Names the characters in a story.

Language Arts

Reading Appropriate-Level Comprehension Books

Identifies a character’s traits or behaviors.

• • • • • • • • 177

Language Arts

Reading Appropriate-Level Comprehension Books

Identifies the cause of an event.

••••• • •

R 178

Language Arts

Reading Appropriate-Level Comprehension Books

Identifies a character’s feelings.

••• • •

R 179

Language Arts

Reading Appropriate-Level Comprehension Books

Indicates the chronological order of events.

••• •

R 180

Language Arts

Reading Appropriate-Level Comprehension Books

Explains the problem that a character faces and how he/she resolves it.

• • • • • • 181

Language Arts

Reading Appropriate-Level Comprehension Books

Makes reasonable predictions about what will happen next in a story.

• • • • • • 182

Language Arts

Reading Appropriate-Level Comprehension Books

Identifies the main idea in a short essay.

••• • •

Language Arts

Reading Appropriate-Level Comprehension Books

Identifies the speakers in a dialogue.

Language Arts

Word Study: 2

Language Arts

Word Study: 2

Language Arts

Word Study: 2

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

••••• •

R

R 175

•••••

R

R 176

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Area

R

R

R 183

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••••• •

R

•••

R

R

R 185

Teacher-made Identifies and uses contractions. Materials • Prepared Task Cards and Student-Driven Materials

••• •

R

R 186

Teacher-made Identifies and uses prefixes. Materials • Prepared Task Cards and Student-Driven Materials

••• •

R

R 187

Language Arts

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Teacher-made Identifies and uses compound Materials • Prepared words. Task Cards and Student-Driven Materials

R 184

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R


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Language Arts

Word Study: 2

Teacher-made Identifies and uses suffixes. Materials • Prepared Task Cards and Student-Driven Materials

••••• •

R

R 188

Teacher-made Identifies and uses antonyms. Materials • Prepared Task Cards and Student-Driven Materials

••••• •

R

R 189

Teacher-made Identifies and uses synonyms. Materials • Prepared Task Cards and Student-Driven Materials

••••• •

R

R 190

••• •

R

R 191

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Pr Language Arts

Word Study: 2

Language Arts

Word Study: 2

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Teacher-made Identifies and uses homophones. Materials • Prepared Task Cards and Student-Driven Materials

6th

ID #

Word Study: 2

Language Arts

Word Study: 2

Teacher-made Identifies and uses hyphenated Materials • Prepared words. Task Cards and Student-Driven Materials

• • • • 192

Language Arts

Word Study: 2

Teacher-made Identities common acronyms. Materials • Prepared Task Cards and Student-Driven Materials

• • • • 193

Language Arts

Word Study: 2

Teacher-made Identifies common contractions. Materials • Prepared Task Cards and Student-Driven Materials

• • • • • 194

Language Arts

Word Study: 2

Teacher-made Identifies common abbreviations. Materials • Prepared Task Cards and Student-Driven Materials

• • • • • 195

Language Arts

Word Study: 2

Teacher-made Solves simple crossword puzzles. Materials • Prepared Task Cards and Student-Driven Materials

Language Arts

Word Study: 2

Teacher-made Solves advanced elementary Materials • Prepared crossword puzzles . Task Cards and Student-Driven Materials

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Language Arts

Spelling: 1

Teacher-made Spells words appropriate to level. materials/ bought Task Cards or spelling books/studentdriven materials

Pr

Area

Language Arts

Spelling: 2

Language Arts

Spelling: 2

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Student-driven material

Spells correctly when writing simple sentences.

Student-driven material

Spells correctly when writing complex sentences.

6th

ID #

• • • • • • 198 •• •

R

R 199

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• • • • 200

Spelling: 3

Student-driven material and dictionary

Uses a dictionary to check and correct spelling.

• • • • • 201

Language Arts

Spelling: 3

Student-driven Uses the spell-check feature of material and word word-processing software to processing software check and correct spelling.

• • • • 202

Language Arts

Mechanics

Language Arts

Mechanics

Language Arts

Mechanics

Language Arts

Mechanics

Teacher-made Follows correct punctuation Materials • Prepared rules: use of the comma. Task Cards and Student-Driven Materials

Language Arts

Mechanics

Teacher-made Follows correct punctuation Materials • Prepared rules: use of quotation marks. Task Cards and Student-Driven Materials

• • • • 207

Language Arts

Mechanics

Teacher-made Follows correct punctuation Materials • Prepared rules: abbreviations. Task Cards and Student-Driven Materials

• •

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Language Arts

Teacher-made Follows correct rules of Materials • Prepared capitalization: initial words in Task Cards and sentences. Student-Driven Materials

••

R

203

Teacher-made Follows correct rules of Materials • Prepared capitalization: proper nouns / Task Cards and pronoun ‘I’. Student-Driven Materials

•••

R

204

Teacher-made Follows correct punctuation Materials • Prepared rules: sentence endings. Task Cards and Student-Driven Materials

••

R

205

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• • • • • 206

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R 208


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Language Arts

Mechanics

Teacher-made Follows correct punctuation Materials • Prepared rules: punctuating letters and Task Cards and envelopes. Student-Driven Materials

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

•• •

R

6th

ID #

R 209

Pr Mechanics

Teacher-made Follows correct punctuation Materials • Prepared rules: use of the colon. Task Cards and Student-Driven Materials

• • • • 210

Language Arts

Mechanics

Teacher-made Follows correct punctuation Materials • Prepared rules: use of the semicolon. Task Cards and Student-Driven Materials

• • • • 211

Teacher-made materials/ bought task cards/student driven materials

• • • • 212

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Language Arts

Mechanics

Follows correct punctuation rules: punctuating “formal” letters and envelopes.

Language Arts

Creative Writing Student-driven material

Writes logical noun phrases.

Language Arts

Creative Writing Student-driven material

Writes logical simple sentences.

Language Arts

Creative Writing Student-driven material

Language Arts

Creative Writing Student-driven material

Language Arts

Creative Writing Student-driven material

Writes creative short stories.

Language Arts

Creative Writing Student-driven material

Writes creative longer stories that follow an organized plot.

Language Arts

Creative Writing Student-driven material

Writes logical compound sentences.

Language Arts

Creative Writing Student-driven material

Writes logical complex sentences.

•••

R

213

R

214

•••

R

215

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Writes captions for pictures.

Writes logical paragraphs.

R

R 216

••••• •

R

R 217

Language Arts

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Language Arts

Creative Writing Student-driven material and thesaurus

Uses a thesaurus to identify alternative words.

Language Arts

Creative Writing Student-driven material

Writes ‘informal’ letters to friends and relatives.

••••• •

Language Arts

Creative Writing Student driven material

Writes creative poems.

• • • • • • • • 223

Language Arts

Creative Writing Student-driven material

Writes ‘formal’ letters to industries, agencies, or government officials.

• • • • 224

Language Arts

Creative Writing Student-driven material

Writes logical three-paragraph essays within the different essay genres.

• • •

Language Arts

Creative Writing Student-driven material

Writes simple creative plays.

Language Arts

Creative Writing Student-driven material

Writes logical five-paragraph essays within the different essay genres.

Language Arts

Research Skills

Language Arts

Research Skills

Language Arts

Research Skills

Language Arts

Research Skills

Language Arts

Research Skills

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

• • •

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Pr

Area

R

6th

ID #

R 221

R 222

225

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• • • • • 226

Teacher-made Correctly applies rules of Materials • Prepared alphabetization: by first letter Task Cards and only. Student-Driven Materials

• • 227 ••••

Teacher-made Correctly apples rules of Materials • Prepared alphabetization: by first two Task Cards and letters. Student-Driven Materials

228

229

Teacher-made Correctly applies rules of Materials • Prepared alphabetization: by entire word. Task Cards and Student-Driven Materials

••

230

Teacher-made Has developed basic dictionary Materials • Prepared skills in locating words. Task Cards and Student-Driven Materials

•••

231

Teacher-made Has developed basic dictionary Materials • Prepared skills using guide words. Task Cards and Student-Driven Materials

••

232

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Language Arts

Research Skills

Teacher-made Has developed basic dictionary Materials • Prepared skills in understanding the simple Task Cards and definition of a word. Student-Driven Materials

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

•••

6th

ID #

233

Pr Research Skills

Teacher-made Has developed basic dictionary Materials • Prepared skills in understanding the Task Cards and multiple definitions of a word. Student-Driven Materials

• • • • 234

Language Arts

Research Skills

Teacher-made Has developed basic dictionary Materials • Prepared skills in the understanding of Task Cards and entry/base words. Student-Driven Materials

• •

R

235

Teacher-made Materials • Prepared Task Cards and Student-Driven Materials

• • •

R 236

ev

Language Arts

Language Arts

Research Skills

Has developed basic dictionary skills in understanding how to determine the parts of speech of a word.

Language Arts

Research Skills

Language Arts

Research Skills

Language Arts

Research Skills

Language Arts

Research Skills

Language Arts

Research Skills

Student-driven Uses cross-references to seek out material and various additional information. reference materials

Language Arts

Research Skills

Student-driven Locates books that offer material and various additional information when reference materials researching a subject.

Language Arts

Research Skills

Reference materials Identifies the information on the title page.

•• •

Teacher-made Uses the encyclopedia to locate Materials • Prepared an article under a given heading. Task Cards and Student-Driven Materials

••

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Teacher-made Determines the number of Materials • Prepared syllables in a word. Task Cards and Student-Driven Materials

Uses the encyclopedia to locate specific answers to given questions in an encyclopedia article.

• •

Language Arts

• •

R

R 239

R

R 240

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Teacher-made Identifies the key information in Materials • Prepared an encyclopedia article. Task Cards and Student-Driven Materials

237

238

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Teacher-made Materials • Prepared Task Cards and Student-Driven Materials

R

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• • • • • 242 ••

R

243


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Language Arts

Research Skills

Reference materials Uses the table of contents.

Language Arts

Research Skills

Language Arts

Research Skills

Language Arts

Research Skills

Language Arts

Research Skills

Language Arts

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

••

Pr

Reference materials Uses the index.

R

•• • •

Reference materials Copies information from a book.

••

6th

ID #

244

245

246

Reference materials Paraphrases information taken from a resource book into a simple written report.

• • •

247

Reference materials Summarizes information taken from a resource book into a written report.

• • •

248

Research Skills

Reference materials Takes subject notes from reference books, by bullet points onto note cards.

• • • • 249

Language Arts

Research Skills

Student-driven material

• • • • 250

Language Arts

Research Skills

Student-driven material

Outlines information.

• • • • 251

Language Arts

Research Skills

Student-driven material

Proofreads material to identify spelling and grammatical errors.

• • • • 252

Language Arts

Research Skills

Student-driven material

Knows how to cite references in a report.

Language Arts

Research Skills

Student-driven material

Knows how to use footnotes in a report.

Language Arts

Research Skills

Student-driven material

Prepares a bibliography for a report.

Language Arts

Research Skills, Student-driven Writing Skills, material Grammar Skills, Mechanic Skills

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Paraphrases information taken from bullet-point notes and note cards.

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Uses the research and composition skills listed above to consider a given topic in a formal report, using skills of analysis, synthesis, and evaluation.

Language Arts

• • • • 253

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Language Arts

Literature Appreciation

Reading materials/ student driven

Reads independently with enjoyment and appreciation, selecting titles of personal interest.

Language Arts

Literature Appreciation

Reading materials/ student driven

Identifies different genre found in literature.

Language Arts

Literature Appreciation

Reading materials/ student driven

Is able to think and report analytically about literature.

• • • • • • 259

Language Arts

Literature Appreciation

Reading materials/ student driven

Identifies and describes the sections of a newspaper.

• • • • 260

Language Arts

Film Appreciation

Documentary and other Film Media

Identifies different genre found in films.

• • • • 261

Language Arts

Film Appreciation

Documentary and other Film Media

Is able to think and report analytically about films.

Language Arts

Art Appreciation

Interpretation of Art

Identifies various art styles and artists.

• • • • 263

Language Arts

Art Appreciation

Language Arts

Music Appreciation

Interpretation of Music

Language Arts

Music Appreciation

Interpretation of Music

Language Arts

Visual Media Visual Comprehension Media/student driven

Identifies the claims being made about a product in an advertisement.

Language Arts

Visual Media Visual Comprehension Media/student driven

Identifies the factual information that is offered to support these claims.

Language Arts

Visual Media Visual Comprehension Media/student driven

Identifies the overt or implied message(s) used in the ad’s attempt to persuade you to buy.

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

• • • • • • • • 257 • • • • 258

• • • • 262

Interpretation of Art

Is able to think and report analytically about art.

• • • • 264

Identifies various music styles and musicians.

• • • • 265

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Is able to think and report analytically about music.

I

• • 267

I

• • 268

I

• • 269

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• • • • 266

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Language Arts

Visual Media Visual Comprehension Media/student driven

Identifies any illogical propositions that an advert is asking the reader to accept.

I

• • 270

Language Arts

Debate/ Persuasion

Debate/student driven

Summarizes the main thrust of a writer or speaker’s proposition in either written or oral argument and debate.

I

• • 271

Language Arts

Debate/ Persuasion

Debate/student driven

Identifies the writer or speaker’s apparent point of view in either written or oral argument and debate.

I

• • 272

I

• • 273

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Area

Debate/ Persuasion

Debate/student driven

Identifies the factual information that the writer or speaker offers to support his/her proposition in either written or oral argument and debate.

Language Arts

Debate/ Persuasion

Debate/student driven

Identifies any illogical arguments used by the writer or speaker to promote his/her proposition in either written or oral argument and debate.

I

ID #

• 274

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Curriculum Scope & Sequence

Montessori THE

Pr

FOUNDATION

The Math Curriculum

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Students who learn math by rote often have no real understanding or ability to put their skills to use in everyday life. Learning comes much more easily when they work with concrete educational materials that graphically show what is taking place in a given mathematical process.

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Montessori students use hands-on learning materials that make abstract concepts clear and concrete. They can literally see and explore what is going on. The Montessori approach to teaching mathematics offers a clear and logical strategy for helping students understand and develop a sound foundation in mathematics and geometry.

The concrete Montessori Math materials are perhaps the best known and most imitated elements of Dr. Montessori’s work. These elegant and simply lovely materials hold a fascination for most children and adults alike.

They proceed through several levels of abstraction, beginning with concepts and skills that are the most basic foundations of mathematics, presented in the most concrete representation, up through the advanced concepts of secondary mathematics, which are represented in increasing levels of abstraction, until the student grasps them conceptually.

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Unified Math introduces Elementary students to the study of the fundamentals of algebra, geometry, logic, and statistics along with the principles of arithmetic. This study continues over the years, weaving together subjects that traditional schools normally ignore until the secondary grades.

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The Montessori Math curriculum is based on the European tradition of Unified Math, which has only recently begun to be incorporated into the American math curriculum.

Understanding the Scope and Sequence Code ... The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Math Curriculum . 2

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

Pr

Montessori does not organize curriculum by the grade level at which topics are to be taught. We assume that children learn at different paces and learn best in different ways. In most cases, students in Montessori programs will work on any given skill or concept over several years. We introduce students to new lessons as soon as they seem to be ready. Likewise, we have a plan of what Montessori students ought to learn and the age/grade levels at which which we expect mastery from most students.

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Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts and skills (Strands) and the sequence in which they will be taught. In our Curriculum Scope and Sequence, to the right of the list of curriculum elements, we use a series of vertical columns to represent a given span of ages or grades. We use large dots to indicate the age or grade levels at which we anticipate a given lesson will be presented. Since we do not follow a grade-by-grade curriculum, the age or grade when a child will actually be ready to begin work depends on his or her developmental readiness. Our Dot Code is simply a guideline for Montessori educators.

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When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which is repeated at each Montessori three-year program cycle. The color coding makes it somewhat easier to see at which age/grade levels we anticipate children will work on concepts or skills. Normally, students return to work many times over two years or longer before they truly understand what they have studied and retain it over time.

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C As you can see by the example above, we expect that the two Math skills shown (items number 25 and 26) will normally be introduced at age four, and we anticipate that children will continue to work on them over the following year. The “R” shown in the 1st-grade column indicates that we suggest that the teachers ought to review and re-test to see if the child still understands the concept or skill. In some case the symbol “I” is used to indicate that a child should be given a first introduction to a concept or skill at a given age/grade level. Students often work on some concepts and skills over the course of several years. The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Counts to 10 by units using the Red and Blue Number Rods.

•••

1

Mathematics Decimal System: Sandpaper Number Numerals Concepts

Recognizes numerals from 0 - 9 using the Sandpaper Numerals.

•••

2

Mathematics Decimal System: Red and Blue Number Number Rods and Concepts Sandpaper Numerals

Associates the numeral to the quantity using the Red and Blue Number Rods and Numeral Cards.

•••

3

Mathematics Fundamentals of Spindle Boxes the Decimal System: Number Concepts: 1

Counts to 9 units using separate units with the Spindle Boxes.

•••

4

Mathematics Fundamentals of Spindle Boxes the Decimal System: Number Concepts: 1

Demonstrates an understanding of Zero as an empty set using the Spindle Boxes.

•••

5

Mathematics Fundamentals of Spindle Boxes the Decimal System: Number Concepts: 1

Represents individual spindles as sets by binding each quantity together with green ribbon, tied in a bow, to form a set of 2, 3, 4, 5 . . . 9 spindles.

••

6

Mathematics Fundamentals of Cards and Counters Counts to 10 by units using the the Decimal Cards and Counters. System: Number Concepts: 1

•••

7

Mathematics Fundamentals of Sequencing the Decimal Numeral Cards System: Number Concepts: 1

Lays out loose numeral cards 1-9 in correct sequence without the use of a control.

•••

8

Mathematics Fundamentals of Cards and Counters Lays out counters to indicate the the Decimal concept of odd and even. System: Number Concepts: 1

•••

9

Mathematics Fundamentals of Cards and Counters Identifies and names odd and the Decimal even quantities. System: Number Concepts: 1

•••

10

Mathematics Fundamentals of the Decimal System: Introduction to Place: Value

•••

11

••

12

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Mathematics Decimal System: Red and Blue Number Number Rods Concepts

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Introduction to the Identifies and names quantities 1, Golden Beads Set 10, 100 and 1,000 using the Golden Beads.

Mathematics Decimal System: Color-Coded Introduction to Number Cards Place Value: 1

Identifies and names numerals for 1, 10, 100, 1,000 using the ColorCoded Number Cards.

Mathematics

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Associates numeral to quantity 1, 10, 100, 1,000.

••

13

Mathematics Decimal System: Golden Beads Introduction to Place Value: 1

Identifies and names quantities from 1 to 9,999 using the Golden Beads.

••

14

Mathematics Decimal System: Color-Coded Introduction to Number Cards Place Value: 1

Identifies and names numerals from one to 9 999 using the Color-Coded Number Cards according to place value.

••

15

Mathematics Decimal System: Golden Beads and Introduction to Number Cards Place Value: 1

Associates numeral and quantity one to 9,999 using the Golden Beads and Color -Coded Number Cards.

••

16

Mathematics Decimal System: Golden Beads and Introduction to Number Cards Place Value: 1

Demonstrates awareness and understanding of Zero as a place holder.

••

17

Mathematics Fundamentals of Colored Bead Stair the Decimal System: Number Concepts: 2

Associates quantities 1 - 9 with the bars of the Colored Bead Stair.

•••

18

Mathematics Fundamentals of Ten Bead Bars and the Decimal Colored Bead Stair System: Number Concepts: 2

Constructs, identifies, and names the quantities from 11 to 19 (using correct names eleven, twelve, etc.) by using the Golden Bead Ten Bars, and the Colored Bead Stair.

••

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19

Constructs, identifies and names the numerals from 11 to 19 by units using the Teen Board.

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Mathematics Fundamentals of Teen Board, Ten the Decimal Bead Bars and System: Number Colored Bead Stair Concepts: 2

Associates quantities and numerals 11 - 19 using the Teen Boards, Golden Bead Ten Bars, and Colored Bead Stair.

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Mathematics Fundamentals of Golden Bead the Decimal Materials System: Number Concepts: 2

Constructs, identifies, and names the quantities from 11 to 99 (using correct names eleven, twelve, etc.) by using the Golden Bead Ten Bars and the Golden Unit Beads.

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Mathematics Fundamentals of Ten Board and the Decimal Golden Beads System: Number Concepts: 2

Identifies that one more than nine takes the number to the next ten.

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Mathematics Fundamentals of Ten Board, Ten the Decimal Bead Bars, and Unit System: Number Beads Concepts: 2

Associates quantity with numerals, using correct names, 11 to 99 by using the Ten Boards, Golden Bead Ten Bars, and the Golden Unit Beads.

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Mathematics Fundamentals of Teen Board the Decimal System: Number Concepts: 2

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Mathematics Decimal System: Golden Beads and Introduction to Number Cards Place Value: 1

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Mathematics Fundamentals of Golden Bead the Decimal Materials System: Number Concepts: 2

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Mathematics Decimal System: Constructing Introduction to Quantities with the Place Value: 2 Golden Beads and Number Cards

Constructs, identifies, and names the quantity (naming correctly from left to right), up to 9,999, represented by an assembly of Golden Beads.

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Mathematics Decimal System: Reading Quantities Introduction to Constructed with Place Value: 2 the Golden Beads and Number Cards

Constructs, identifies, and names the numerals (naming correctly from left to right), up to 9,999, represented by the Colored Numeral Cards.

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Mathematics Fundamentals of The Hundred Chain the Decimal and Arrows System: Number Concepts: 3

Counts from 1 to 100 by units, recognizing the printed numerals on the Number Srrows, using the 100 Chain.

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Mathematics Fundamentals of The Hundred Chain Recognizes that 100 is the square the Decimal and Arrows of 10. System: Number Concepts: 3

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Mathematics Fundamentals of The Hundred the Decimal Board System: Number Concepts: 3

Counts from 1 to 100 by units, recognizing the printed numerals, using the Hundred Board.

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Mathematics Fundamentals of The Hundred the Decimal Board System: Number Concepts: 3

Recognizes patterns in numbers that are not in linear formation.

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Mathematics Fundamentals of The Thousand the Decimal Chain and Arrows System: Number Concepts: 3

Counts from 1 to 1,000 by units, recognizing the printed numerals on the Number Arrows, using the 1,000 Chain.

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Mathematics Fundamentals of Counting the Bead the Decimal Chains by Units System: Number Concepts: 3

Counts linearly by units, using the Bead Chains of the squares of the numbers 2, 3, 4, 5, 6, 7, 8, 9, and 10.

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Demonstrates an understanding of the concept of change between hierarchies, using additive quantities with Golden Bead Materials.

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Skip Counting by Skip counts by 2’s, 5’s, and 10’s 2’s, 5’s, and 10’s using the Bead Chains. using the Bead Chains and Number Rolls

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Mathematics Fundamentals of the Decimal System: Number Concepts: 3

Skip Counting by Skip counts by 3’s, 4’s, and 6’s 3’s, 4’s, and 6’s using the Bead Chains. using the Bead Chains and Number Rolls

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Mathematics Fundamentals of the Decimal System: Number Concepts: 3

Lesson/Material

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Pr

Skip Counting by Skip counts by 7’s, 8’s, and 9’s 7’s, 8’s, and 9’s using the Bead Chains. using the Bead Chains and Number Rolls

Mathematics Decimal System: Numeral Cards Introduction to Place Value: 3

Recognizes and identify written numbers up to 999,999,999.

Mathematics Decimal System: Numeral Cards Introduction to Place Value: 3

Recognizes and identify written numbers up to 999,999,999,999.

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Mathematics Decimal System: Numeral Cards Introduction to Place Value: 3

Recognizes and identify quantities up to 999,999,999,999,999.

Mathematics Math Red and Blue Operations: Number Rods Static Addition: 1

Adds two single-digit numbers, where the sum is less than 11, using the Red and Blue Number Rods.

Mathematics Math Golden Bead Operations: Materials Static Addition: 1 Mathematics Math Golden Bead Operations: Materials Static Addition: 1

Stamp Game

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Adds quantities of up to fourdigit addends, without exchanging, using the Golden Beads.

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Adds quantities of up to fourdigit addends, with exchanging, using the Golden Beads.

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Adds quantities of up to fourdigit addends, without exchanging, using the Stamp Game.

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w Adds quantities of up to fourdigit addends, with exchanging, using the Stamp Game.

Mathematics Math Small Bead Frame Operations: Static Addition: 3

Adds quantities of up to fourdigit addends, without exchanging, using the Small Bead Frame.

Mathematics Math Operations: Dynamic Addition: 3

Small Bead Frame

Adds quantities of up to fourdigit addends, with exchanging, using the Small Bead Frame.

Mathematics Math Operations: Dynamic Addition: 3

Dot Board

Adds quantities of up to fourdigit addends, with exchanging, using the Dot Board,where the sum is less than 9,999.

Mathematics

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Mathematics Math Operations: Dynamic Addition: 2

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Mathematics Math Stamp Game Operations: Static Addition: 2

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Curriculum Element

Mathematics Math Operations: Static Addition of Seven-Digit Addends: 1

Large Bead Frame

Adds two seven-digit addends, without exchanging, using the Large Bead Frame.

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Mathematics Math Operations: Dynamic Addition of Seven-Digit Addends: 1

Large Bead Frame

Adds two seven-digit addends, with exchanging, using the Large Bead Frame.

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